Types and categories of popular TNE formats.
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Barely three months into the new year and we are happy to announce a monumental milestone reached - 150 million downloads.
\n\nThis achievement solidifies IntechOpen’s place as a pioneer in Open Access publishing and the home to some of the most relevant scientific research available through Open Access.
\n\nWe are so proud to have worked with so many bright minds throughout the years who have helped us spread knowledge through the power of Open Access and we look forward to continuing to support some of the greatest thinkers of our day.
\n\nThank you for making IntechOpen your place of learning, sharing, and discovery, and here’s to 150 million more!
\n\n\n\n\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"1973",leadTitle:null,fullTitle:"Image Restoration - Recent Advances and Applications",title:"Image Restoration",subtitle:"Recent Advances and Applications",reviewType:"peer-reviewed",abstract:"This book represents a sample of recent contributions of researchers all around the world in the field of image restoration. 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From a biotechnological point of view, the term microalgae refers to unicellular organisms capable of carrying out oxygenic photosynthesis, they contain Chlorophyll
Microalgae possess great biotechnological potential for the production of a wide variety of compounds such as polysaccharides, lipids, proteins, carotenoids, and other pigments, vitamins, steroids, among others. Dozens of algal species are used to produce animal feed, human nutrition, cosmetics, and pharmacy industry components. They also find application as wastewater treatment, CO2 fixation, and greenhouse gas emissions reduction. Microalgae can be used to produce biofuels, hydrocarbons, and hydrogen [3–5]. They can be a clean and renewable energy source because of their high yield and low spatial requirements, if compared to terrestrial plants. Some authors consider microalgae as biodiesel feedstocks for the future [4].
\nThe only natural process that allows the production of biomass using only sunlight as the energy source and CO2 is photosynthesis. Unicellular photoautotrophic organisms are capable of using sunlight in a more efficient way than superior plants [6]. The advantages of microalgae culture compared to superior plants are listed [2, 6, 7]:\n
Microalgae biological systems are considered the most efficient for solar light capture, and the production of compounds through the photosynthetic process.
Whole microalgae biomass can be harvested and used because they lack complex reproductive organs and have no vascular systems.
Many algal species produce and accumulate particular compounds of high commercial value can be induced, for example, proteins, carbohydrates, lipids, and pigments.
The isolation, genetic selection, and strain studies is relatively easy and less time consuming because microalgae reproduce themselves by simple cellular division and can fulfill their life cycles in just a few hours or days.
Microalgae can be cultivated with low inorganic nutrients concentration. These make them of particular interest as a protein source, assuring protein availability in regions of low agriculture productivity due to the lack of water and nutrient poor soils.
Systems for biomass production can be adapted or scaled up to different operation levels, allowing later incorporation of these systems to fully automated facilities for large scale production.
Large scale culture of microalgae began in the early 1960s in Japan with the culture of
Commercial production success of microalgae in large scale facilities depends on many factors, among which, we can mention the development of large scale culture systems of economic feasibility, and development of these systems has been a gradual process [5].
\nProductivity of microalgae biomass is affected by factors like photosynthetic pigments efficiency of the in capturing and converting light energy to chemical energy, accumulation of dissolved oxygen produced by photosynthesis, insufficient CO2 mass transfer rate, depletion of nutrients, and photoinhibition [12, 13].
Autotrophic growth of microalgae depends on photosynthesis, which involves light electromagnetic radiation energy absorption and conversion by photosystems I and II (PSI and PSII) into electrochemical potential and chemical energy (NADPH and ATP). Energy is later used in the CO2 fixation process [14]. Thermodynamic efficiency over the PAR region of systems working with low light regimes (100–300 µmole m-2 s-1) can be below 5%, decreasing to 2% under large solar irradiance (>500 µmole m-2 s-1). In addition, under outdoor conditions around 95% of the captured total light spectrum energy is converted into heat [15].
\nIn an ideal case, a photobioreactor (PBR) must capture all light available in the environment and transfer it into the culture to be used for biomass production [16]. Although in normal conditions this does not happen [17] because photosystems are exposed to an amount of light energy below or greater than the amount that can be transformed into chemical energy. If biomass concentration is too low, some of the light is transmitted through the culture. Conversely, if biomass concentration is too high, a dark zone appears. Maximal productivity will require the exact condition of full absorption of all light received but without a dark zone in the culture volume. This is called luminostat regime. But maintaining luminostat regime over the year in outdoor conditions has no interest in practice as it cannot be applied in actual operating conditions due to the disconnect between the dynamics of irradiation conditions (below 1 h) and biomass concentration changes (days) [15].
\nUnder sunlight, biomass growth rate is insufficient to compensate for the rapid changes in sunlight intensity. Consequently, light attenuation conditions that are fixed by biomass concentration are never optimal. This is why determining the maximum photosynthetic efficiency and the upper limits of biomass production through photosynthesis has been a central topic of investigation in mass culture of microalgae [18] since its beginning.
\nOnly a fraction of the energy of sunlight can be used to build up biomass and derived products. One form of measuring the overall light usage for biomass production is known as photon conversion efficiency (PCE) [19], also called energy conversion efficiency (η) [17, 20]. The conversion of light energy is limited by several factors; some due to the physical nature of light itself and others inherent to the photosynthetic process [19]. First, light must travel from the Sun to the Earth surface, losing one part of the energy just by passing through the atmosphere, for the remaining amount of energy, only the part that has a wavelength between 400‐700 nm can be used for photosynthesis because this wavelength can be captured by the photosynthetic pigments and is known as photosynthetic active radiation (PAR).
\nSolar energy conversion efficiency (ηsolar) depends on three factors: 1) Light‐Harvesting Yield (LHY), 2) Fractional Energy Yield (FEY) of the redox products of PSII, and 3) quantum yield (QY), therefore ηsolar=LHY·FEY·QY. LHY value depends on the coordinated functioning of the anthena complex, which absorbs light energy through dozens or even hundreds of protein bound pigments, and the oxygen liberating complex of PSII. This last requires Mn as cofactor to split the water molecules and liberate electrons and generate an excitation of the Chlorophyll (P680*) in the reaction centre. LHY has a maximum value of 34% under ideal conditions. The FEY depends on the electron transfer chain of the PSII, from P680* to quinone B (QB) and also has a maximum value of approximately 34%, again in ideal conditions. The QY denotes the probability that P680* formation results in product formation along the main path of redox chemistry and has an accepted value of approximately 0.875 [17].
\nIn the light absorption process and the electronic transport chain (FHY and FEY), most of the energy is lost due to reflection, fluorescence emission, and energy dissipation as heat by photosynthetic pigments, this makes that the PCE or η decreases to a value of 12.6%. Also, the conversion of light energy into biomass diminish even more the energetic yield, making the light energy capture and conversion to biomass efficiency of roughly 8‐9% [17, 19, 20]. Important is to highlight that this last value is the theoretical maximum accepted for microalgae. Maximum light energy conversion efficiency and its conversion to biomass in higher plants have an actual value of just 5% [17].
Exposure of photosynthetic cells to an excessive amount of light could lead to photoinhibition and to a decrease in the growth rate. On the other hand, the self‐shading effect between individual cells presented in mass cultures of microalgae causes a productivity decrease, even when the amount of light is sufficient for the population of microalgae in the PBR [21]. The quality of light, which means the light wavelength that is used in photosynthesis by the microalgae cultures, also affects the culture performance [22, 23]. During batch culture, or where light is constant, cells can experience photoinhibition at the beginning of the culture, and the limitation of light when a high cell concentration is reached [24]. This can be avoided using fed batch cultivation or continuous culture mode. For example, Garcia‐Cañedo [25] have reported that photosynthetic efficiency is maximum when nutrients like nitrogen are supplied, and fed‐batch culture mode application promotes a high maximum photosynthetic efficiency, close to the reported maximum theoretical value.
\nTo develop the full potential of photosynthetic organisms, that can be economically feasible and similar to heterotrophic eukaryotic organisms, like yeasts or filamentous fungi, it is required to identify the “bottle neck” of the bioprocess. The growth of microalgae requires appropriate light capture and conversion into biomass, therefore, it required novel PBR designs with geometries not commonly used for heterotrophic organisms in different operation modes that promote higher photosynthetic efficiencies [25, 26].
The fundamental principle for photobioreactor design is a high surface area to volume ratio in order to use light energy efficiently, and is a requirement to obtain high values of PCE (Figure 1). Higher photosynthetic efficiency can result in higher biomass productivity and concentration, but at much higher cost because of high energy use (mixing, cooling, and embodied energy) and capital cost [27]. PBR design must include a short light path, which can be obtained using different geometries and low level of liquid to minimize the energy used for mixing the culture [19]. At high liquid level, the water column could generate high hydrostatic pressure and require higher energy input for mixing of the culture inside the PBR with air injection.
\nNormally, microalgae and cyanobacteria large scale mass cultivation is done in shallow open ponds tanks, of circular or raceway type, with solar light. One of the major advantages of using open systems is that they are easy to build, operate, and they have lower costs than closed systems. Even though it has been demonstrated that open pond culture is economically feasible, they still have some disadvantages and limitations, they use light in a very inefficient manner, have evaporation water loses, low CO2 mass transfer rate from the atmosphere, due to its inefficient mixing mechanisms; open ponds also require a large area of land for the culture due to its shallow depth. Additionally, open systems can be contaminated with predators or fast growing microorganisms like bacteria that can compete with microalgae for nutrients, this is why open systems are only used for organisms that can tolerate extreme conditions [28–30], like high salinity or pH. The scaling up of open ponds culture systems can only be performed by increasing the area, because increasing depth will not increase light penetration leading to lower productivities.
To overcome the problems detected in open systems it has been proposed the use of closed photobioreactors (PBRs). The former are more appropriate for strains that cannot tolerate extreme environments or when final product is highly susceptible to degradation or contamination. Closed systems also allow the prevention of contamination, allowing the operation in culture modes like photoautotrophic, heterotrophic, or mixotrophic. Also, closed systems can obtain up to three times more biomass than open systems, thus reducing harvesting costs [31]. Despite the great advances that have been achieved in the construction and operation of PBRs, its technology is still in development. Around 90% of current biomass production worldwide is obtained in open systems, despite the fact that PBR technologies offer greater potential in terms of productivity, control of culture conditions, and applicability to cultivate various strains [15].
\nSeveral closed PBR designs that are in operation are in laboratory, pilot plant levels, and even some have been successfully scaled up to an industrial level. One of this successful closed PBR design is the tubular type, in this the tubes configuration where the culture is hold is one of the main factors affecting productivity of photosynthetic biomass [32]. Tubular PBRs can be built with plastic materials like rigid transparent polyvinyl chloride (PVC), polycarbonate or flexible plastic bags, among other materials. They can be arranged in vertical, horizontal, conical, and inclined form, with degasifying units that allow the removal of the O2 produced during photosynthesis [30], the tubes can also be arranged in an annular form [19, 33], each of these forms affect the productivity expected in this type of systems.
\nAppropriate design of vertical tubular PBRs can reduce the culture area and distribute photosynthetic organisms in vertical columns. Vertical reactors can increase the exposure of the organisms to light, and also the contact time between gas and liquid, thus increasing residence time of CO2 and the efficiency of CO2 assimilation [13, 28, 34]. Vertical columns can be compact, low cost, easy to operate aseptically [35], and very promising for large scale culture. It has been reported that vertical PBRs, vertical columns, and airlift type PBRs of even 0.19 m of diameter can reach a final biomass concentration and a specific growth rate comparable to values reported for PBRs of smaller diameters [30, 35]. The main disadvantages of vertical systems are light reflection and/or incidence of light at the peak hours of the day when the sun is in the summit due to the incidence angle of light on the PBR surface, also vertical form can generate hydrodynamic and shear stress if the height of the PBR is too large.
\nHorizontally displayed tubular PBRs are considered appropriate for mass cultivation of microalgae because they possess a large illuminated area and have better usage of light at sun summit. Some have been successfully scaled up to a volume of 4000 L or more [36, 37]. Even though this PBR design generate oxygen accumulation, when used outdoors can present photoinhibition [38]. When scaling up these systems, it must also be considered that increasing the diameter of the tubes will decrease the area to volume ratio, and the increase of the length of the tubes could generate CO2 and nutrient gradients and oxygen concentration that could rise up to toxic levels [30, 38]. Formerly described designs are combined in inclined tubular PBRs, which have lower hydrodynamic stress and better illumination because the incidence light angle can be adjusted with the inclination of the PBR, also mixing is better than in horizontal tubular PBRs [38].
\nFlat panel PBRs have also been studied in order to make an efficient use of light for algal biomass production [39, 40]. These PBRs have a large illumination surface and the advantage of high area to volume ratio, and therefore optimum illumination of the cells and low oxygen concentration can be achieved. There are varieties with flat and curved semicircular bottom. In this last form, mixing dead zones is avoided and favour biomass accumulation [41, 42]. Although, it is difficult to achieve efficient biomass productivity per area of land using flat panel PBRs. Factors affecting biomass productivity in this type of reactors are the angle, direction of flat panels, and the number of panels per land unit [16], also their scale up requires the addition of compartments and support materials for the PBR [30]. Generally flat panels are displayed in vertical form but they can also be arranged inclined. Examples of different types of PBRs can be observed in Figure 1.
\nExamples of different photobioreactor designs. Basic designs: a) flat panel, b) vertical tubular, c) horizontal tubular [
Examples of unconventional photobioreactor designs. a) Conic flat panel; b) alfa form; c) Subitec flat panel PBR; d) Proviron plastic bag PBR. Images taken from [
Unconventional designs have been proposed, which include alveolar type [43], alpha form (Figure 2a) [44], flat panel and tubular conic form (Figure 2b) [45, 46], and also spiral tubes [47]. When proposing new design forms it must be considered to combine a high productivity with a low need for auxiliary power [19]. A German enterprise called Subitec [48] has developed a flat panel airlift PBR of 180 L (Patents EP 1 169 428 B1 and EP 1 326959 B1) for outdoors culture (Figure 2c), that consists of two fine layers of sealed plastic bags, this design includes baffles to generate vortex that enhance turbulence and mixing of the culture inside the reactor, improving light utilization. This company claims that the energy consumption of their PBR is only 200 W m-3, consumption verified in pilot plant scale. Company Proviron [49], has developed plastic bag PBR in multiple vertical panels of 1 cm thick, this reactor is displayed unrolling a plastic bag film and does not require additional support; Proviron claims that in their design, it is possible to achieve a biomass concentration of 10 g L-1 with a low investment cost of only 20 Euros m-2, the most important issue about this design is its low auxiliary power of 2 W m-2, which represents approximately half of the maximum value that allows economic feasibility in Central Europe [19].
\n\nMore recently, buoyant inexpensive plastic film PBRs has been developed. It consists of two plastic films forming the top and bottom surfaces of the horizontal raceway, sealed to each other and connected to two vertical airlift units. This design combines the advantages of open ponds and closed systems in a cost‐effective way and can be used on both water and ground, depending on the end user\'s particular needs [27].
\nThere is significant incentive to design and operate algal PBRs with high biomass productivity and conversion efficiency. Although many factors affect performance of PBRs, such as the type of PBR, culture media, temperature, pH, microorganism used, CO2 mass transfer, O2 accumulation, mixing, light intensity, and light/dark cycles. Among these, the major limiting factors for growth of microalgae are usually light availability and interphase mass transfer [50].
Nutritional and light requirements of photosynthetic microorganisms can be covered in high light path PBRs [42], higher than 0.10 m, if the design and operation characteristics are adequate, for example low mixing time and high axial dispersion. Among the advantages of using high light path PBRs are the decrease on construction cost and in energy expenditure, also, it can contain more liquid quantity in less land area.
\nIn dense microalgae cultures, incident light intensity on the PBR surface (Io) decreases with culture depth, and in a certain depth it reaches an intensity equal to the saturation of photosystems (Is), this is why all the light that penetrates further will be used with maximum efficiency [51]. Grobbelaar [20] suggested that in a PBR with dense culture of microalgae exists a light gradient and several illuminated regions designated as follows: 1) Light limited region, is the deepest part of the PBR, 2) Light saturated region, is the region where all the penetrating light can activate photosynthesis and saturation of photosystems is achieved, 3) Photoinhibition region, presented in some cases in intense light conditions, and corresponds to the outer part.
\nThe exact dimensions of each region depends on the concentration of biomass, geometry, hydrodynamic, and light conditions of the photobioreactor, this will be influenced by cellular size, forms, and pigments content [24, 52]. The light penetration depth in a photobioreactor can be calculated using the modified Evers model [53] (Figure 3):\n
Light gradient calculus illustration according to the modified Evers Model [
where PFDin is the photon flux density of the incident light intensity on the photobioreactor surface, PFD(s) photon flux density that saturates the photosystems, achl‐a wavelength dependent Chl‐a specific absorption coefficient, Chl‐a concentration, r radial distance, and s distance between the PBR surface and the hypothetical point where light saturation is reached at a certain PFD.
\nFrom above, it can be deduced that the microalgae inside a PBR will be moving between the three light regions due to the turbulence generated by aeration. Higher aeration rate generates more turbulence, and higher turbulence could generate faster movement of microalgae between the light regions.
\nIf the nutritional requirements of a mass culture of microalgae are met, and the culture conditions do not limit growth, then a design aimed to create a turbulent flow will be the most important requisite to obtain higher biomass yields [54].
Turbulence and mixing of cultures have three main effects: 1) prevent microalgae sedimentation, 2) avoid formation of nutritional CO2 and O2 gradients, and 3) moving cells through light gradients, where the quantity and quality of light received by cells vary [20].
\nThe turbulence can be measured in two forms, one is using the Reynolds number (Re) [20], and the other form is using the Swirl number (Sn) [55]. From the definition of the Swirl number [56], the average turbulence or liquid movement inside a PBR can be calculated using the following expression:\n
where U is the mean axial velocity component; V mean circumferential velocity component; r is the radial distance from z‐coordinate; and L is the photobioreactor length [47].
\nThe use of Re is recommendable when the liquid properties and change with time are known, for example viscosity, but it is difficult to determine when the geometry of the photobioreactor is “special”, this is with less common geometries or with baffles that help to create more turbulence, in those cases the use of the Sn is recommendable.
\nIf a mass culture of microalgae has good mixing, then the cells will be exposed to a light gradient in their movement through the PBR [52]. Near the reactor irradiated surface, algal radiative exposure is usually adequate or in excess, whereas a dark volume with insufficient light for photosynthesis to occur often resides only a few centimeters or less from the irradiated surface, depending on the cell concentration [50].
\nNormally photosynthetic systems become saturated with light irradiance values of approximately 200 µmol photon m-2 s-1, this value is equivalent to 10% of the maximum light irradiance in the summer of approximately 2000 µmol photon m-2 s-1. The saturation of light is considered one of the main limitations of using solar light efficiently [51]. The former has awaken the interest of studying energy light usage with the objective of maximizing photoautotrophic organisms culture productivity [24], through the design of PBRs with geometries that can enhance and make better use of turbulence.
\nIt has been proposed that the control of light irradiance to the culture can be made by giving the necessary amount of light based in cell concentration, aimed to maintain a luminostatic environment inside the PBR. In this sense “specific light uptake rate, qe” has been studied:\n
where A and V are the surface and volume of the column or columns that contain the culture, C is the cell concentration. Ein is the input light energy to the PBR and Eout is the outgoing light energy from the PBR, these are quantified calculating the average value of the light intensity measures on 16 points, every π/8 radians, on the inner and outer surface of the PBR [24].
\nAlthough, luminostatic operation is efficient to generate high cell density cultures, it is evident that an amount of light applied to the exterior of a PBR will only be effective if it is combined with good mixing and turbulence (Re ≥ 3300) of the culture inside the PBR. For this reason, a key factor in the design of PBRs is the incorporation of mechanisms to periodically transport or expose cells between light and dark regions of the reactor (mixing‐induced light/dark cycles) [50].
\nOne alternative to make better use of light is providing internal illumination with light guides, which can increase the illuminated surface in the same volume of PBR [16] and, therefore, resembles artificial leafs described by Janssen et al. [52]. Solar light is captured by lenses and then transported to the PBR interior with the use of optic fibers [57] or with the usage of light guides of Polymethylmethacrylate (PMMA), which is a plastic that has more light transmittance compared with other plastics, this is why it is considered the ideal material for the construction of light guides. PMMA has a refraction index of 1.49‐1.50 for visible light spectrum; much greater than the required 1.415, assuring a total reflection of the light inside the guide when it is surrounded by air, while it limits light reflection in the upper part of the guide [16].
\nOptical fibers have been previously used to provide internal illumination, better light dispersion, and increase illuminated surface per volume unit of PBR [57–59]. Unfortunately, large quantities of optical fibers are needed to achieve an increase on the illuminated surface to volume ratio in comparison with externally illuminated PBR. Costs and construction considerations for large scale cultivation systems using optical fiber further limited their application [57] because PBRs containing large quantities of optical fibers will not allow achieving good turbulence (Re ≥ 3300) and mixing at a low cost. Multiple light guides of PMMA seem to be more promising. One displayed after the other can increase the illuminated surface in large scale PBR because the effect of self shading inside the PBR, common in flat panel and column systems, will be reduced in internally illuminated systems, therefore, the potential of light capture and usage can be increased, achieving optimal conditions with a more uniform illumination.
\nMixing, which governs the movement of the cells between the illuminated and the dark zones, can considerably enhance the productivity for a wide range of operational conditions, as it can create beneficial light fluctuations onto the cells. Mixing induced light/dark (L/D) cycles usually occur at frequencies on the order of 1 Hz or less, which is significantly lower than the minimum frequencies required to produce the flashing light effect (>25 Hz). Nevertheless, it has been demonstrated that photosynthesis can be enhanced by low frequency L/D cycles. Mixing time decreases with the increase of the superficial gas velocity. Superficial gas velocity not only enhances the mixing and the light–dark cycle of microalgae, but also increases the rate of shear in the reactor, which is harmful. Mixing and the shear stress should be balanced carefully when a suitable superficial gas velocity is adopted. It has been reported that an optimal superficial gas velocity of 8.333 x10-4 m s-1 for the cultivation of the
Aeration rate is a key parameter to improve the growth of microalgae cell. Gas supplied to the culture increases the mass transfer coefficient, avoiding deficiency of CO2, control the toxic level of dissolved O2 and the inhibitory level of CO2, reduce nutrients gradient, avoids cell sedimentation, clumping, fouling, and dead zones [31], can create an optimized light/dark cycle that can enhance the photosynthesis. However, excessive aeration may produce cell damage due to mechanical shear forces in susceptible microalgae. Also a high aeration rate will lead to high running costs. A deep knowledge of the fluid dynamics and the mass transfer is needed for the PBR rational design and optimization. It is necessary to understand the interplay among gas holdup, liquid circulation velocity, mixing, and gas–liquid mass transfer [31, 60].
\nCO2 consumption is proportional to microalgae growth rate; this consumption can be increased by increasing the light irradiation to the culture, but only when light is limiting the photosynthetic process. Because carbon represents approximately half of the dry weight of microalgae biomass, the CO2 demand for cellular growth will be lower than the maximum demand at low light intensities. For example, the maximum demand of CO2 in a flat panel PBR considering a maximum radiation of 1000 µmol photon m-2 s-1, was a demand of CO2 for photosynthesis that will require a value of CO2 specific mass transfer rate (KLa CO2) of only 4‐6 h-1 (0.0011‐0.0016 s-1), due to the growth rate of microalgae [61]. Therefore, if the gas contains a low concentration of CO2, it will require a high KLa to satisfy the CO2 demand during microalgae growth [61]. The former KLa values are very low and most of the designed PBRs under normal operation conditions present a KLa of CO2 from 10 to 100 times superior to this requirement [30], because CO2 can be added to the air supplied to the PBR.
\nEven though from the economic point of view, a high aeration rate will increase costs, it is not recommendable for large scale production PBRs. It is necessary to establish a minimum aeration rate for each culture conditions [61]. An aeration rate of 0.05 vvm is appropriate for cell production, and is recommended for an efficient PBR [60].
Considering a carbon fraction in the biomass of 0.45 and CO2 as the only carbon source in the medium, it must be provided a minimum of 1.65 g of CO2 to generate 1 g of microalgae biomass [19]. Additionally, to this stoichiometric aspect, the competitive inhibition of O2 and CO2 for the active site of the Rubisco enzyme (Ribulose‐1, 5‐diphosphate carboxylase oxygenase) must be considered. This is why O2 removal from the medium is very important. O2 can accumulate to levels that can be toxic to microalgae. Oxygen concentrations above 35 mg L-1 are toxic to most of the microalgae species [31]. In this sense, dissolved O2 concentration of 100% is equal to 8.6 mg L-1, this means that dissolved O2 concentrations above 300% of air saturation can be detrimental to algal cells and therefore could reduce productivity [27, 62].
\nIn closed systems like, for example, horizontal tubular PBRs of 5 cm of internal diameter with exponential growth of
To overcome this problem, some authors have proposed the use of degasifiers [63–66] (Figure 4), even though, to achieve an efficient gas separation from the liquid, the distance between the entrance and exit to the degasifier unit must be of a magnitude that allows the smallest gas bubbles enough time to separate from the liquid [31]. Another possible solution is the use of low altitude vertical PBR like for example flat panel PBRs [41, 42] or alveolar systems that allows more contact between the liquid and the air [67].
\nDegasifiers units coupled to horizontal PBRs designs [
Another aspect that must be considered is CO2 utilization efficiency. Daily fixated CO2 as g CO2 fixated per g-1 of injected CO2 d-1 can be calculated with the formula FD = (FA(t+1) – FAt)*mid-1, where FA(t + 1) is the accumulation of CO2 fixed during t + 1(d), FAt the accumulation of CO2 during t(d) and mid(g) the mass in grams of CO2 injected each day. It has been demonstrated that is possible to fixate even 80% of the introduced CO2 (FDmax%) in an air current with 0.04% of CO2 using vertical tubular PBRs connected in serial three stage manner, and up to 40% of the introduced CO2 in an air current with 12% of CO2 [28]. Therefore a high aeration rate results in low CO2 utilization efficiency, indicating that it could be highly expensive in an industrial facility to use CO2 supplementation. Aeration conditions must be optimized considering biomass productivity and supplemented CO2 utilization efficiency.
\nDespite all the presented alternatives are very ingenious, at this moment there is no universal unit to achieve an optimal degasification, the selected choice will depend on the cultured microalga and the preselected objective of this culture (for example, biomass, pigments, H2 production, etc.).
Nutrient supply like nitrogen and phosphate is another factor of special interest. The dynamics of these nutrients are strongly coupled to each other, and to the metabolic processes present in the PBRs. Exploring the fate of nitrogen and other nutrients through the different biological pathways during cultivation in PBRs is a valuable tool for designing such systems for full scale with an ever growing demand for more efficient nutrient removal systems. For this, knowing the true metabolism of nutrients in PBRs and its effects on algae growth is vital [62]. For example, in nitrogen‐deprived culture of
Nutrients are needed to generate biomass and high productivities. Concentration of macronutrients in the medium has a wide range and micronutrients have a narrower range [20]. Minimum requirements for medium composition are obtained from elemental mass balance [19]. Requirements for the development of culture media are enlisted as follows:\n
The total salt content is determined by the habitat where the microalga was isolated.
First, the composition of the major ionic components must be considered.
Nitrogen sources are mainly nitrate, ammonium, and urea.
The carbon source could be CO2, HCO3-or organic carbon, like acetate or glucose.
pH is generally required above 7 for maximum specific growth rate.
Trace elements and chelated components, and vitamin requirements are considered last [69].
Medium nutrients can be manipulated in order to obtain a different responses from microalgae, for example, nutritional stress can be a strategy for the production of specific compounds like carotenoids and fatty acids that are produced when there is a nitrogen deficiency in the medium [25, 70, 71], low nitrogen conditions promotes the synthesis of these compounds while the synthesis of proteins and nucleic acids is inhibited.
\nAlso, it must be considered that the fact that some microalgae have the capacity of consuming nutrient in an excessive manner and store them, a phenomena known as “luxury uptake” [20], this type of consumption presents when cells have been exposed to a medium with low concentration of certain nutrients (“starvation”) or when cells have the capacity of accumulating nutrients, in this last case a previous starvation is not required [72, 73]. It is important to highlight that luxury uptake is desirable in a strain used in waste water treatment, because it allows the removal of nutrients or contaminants from waste water without generating large quantities of biomass as a secondary product.
All organisms have minimum optimal and maximum nutrient requirements, and the nutrient level in the media affects the growth rate [20], media usually used on laboratories generally are not suitable to obtain high biomass concentration because high concentration of their components can inhibit growth or precipitate [19]. Fed‐batch cultivation mode can be used to maintain adequate nutrient concentrations in the media, even though, very few works have been published in this theme [25, 70–73] and most of these works have been focussed on the fed of organic carbon source [74, 75], but heterotrophic cultivation of microalgae using an organic carbon source is not suitable for all species, also some strains often change their chemical composition under heterotrophic culture [5].
\nIt is important to mention that microalgae productivity can be dependent on nutrients like nitrogen, phosphorous, magnesium, iron, and manganese because these are required during the photosynthethic process. Nitrogen is found in the form of proteins that form antenna complexes (LHC), reaction centers, and the enzymes that participate in the photosynthesis process. Phosphorous is required in phosphate form to store captured light energy as chemical energy in the form of NADPH and ATP. The magnesium in the porphyrin ring of the Chlorophyll molecule, iron is part of the ferredoxin molecule, this later is an electron transporter of the PSI, and last manganese is important because it acts as a cofactor in the oxygen liberator complex, this has the function of liberating electrons from the water molecule [76, 77].
\nBeside nutrients, there are other factors that can be manipulated in a PBR during its operation like the pH and temperature, but because each of these factors deserves its own review, they are not part of the discussion on the present chapter.
In PBR design it is important to define the upper limits of light capture efficiency. Maximum biomass productivity has been determined to be 14.31 g dry biomass m-2 d-1, considering an average solar irradiation of 1104 µmol photons m-2 s-1. But some regions in the world possess a higher solar irradiation, for example in some regions of the United States of America and Mexico, maximum solar irradiation ranges between 1450 and 2300 µmol photon m-2 s-1, this can be equal to productivities as high as 29.81 g dry biomass m-2 d-1 [20, 78]. Main objective in the industrial‐scale deployment of this new technology today is to decrease PBR costs without compromising system performances [15].
Reported biomass productivities per unit of land area for different PBR are limited by the sub‐optimal conditions of light inside the PBR, this limits the biological photosynthetic efficiency, or even the design is the limiting factor that affects light usage inside of it. Therefore, high yields can only be obtained linking PBR design with the biological process occurring within. PBR efficiency is determined by factors like capture, transportation, distribution, and use of light energy [16], and also by the overall use of other main nutrients like carbon, nitrogen, phosphorous, magnesium, and manganese.
\nIt has been reported for an outdoor cultivation in a facade PBR run on a whole‐year basis, an expected yearly production of around 25–30 tons biomass per ha with
A cascade type open culture system with high cellular densities has been developed since 1970 and is still in use for
For economic feasibility of microalgal biorefinery, every cell components of microalgae need to be utilized as much as possible. Continuous or semi‐continuous mode of cultivation for a long period helps to improve microalgae cultivation as commercially successful [15].
\nA semicontinuous system was used to produce
A narrow light path from 1.2‐12.5 cm allows reaching cellular concentrations of up to 20 g L-1 and a volumetric biomass productivity of 0.25‐3.64 g L-1 d-1 in outdoors cultures operated in fed batch mode. Ironically, the biomass productivity per area of land unit in a PBR displayed horizontally was 25.0‐27.8 g m-2 d-1 [63, 80–8282] and was not superior to the reported for an open pond system, this last with a productivity of 25 g m-2 d-1 [79]. The same had been observed in alveolar type vertical panels [67]. Volumetric productivity in an inclined PBR, with a light path of 1.2‐1.3 cm, was only 1.5‐1.7 times superior to the one obtained in open cultures of 1 cm of depth [82].
Based on cost of materials and manufacturing labour extrapolations it has been estimated the capital cost of wall PBR at full production to be $25,000 per hectare. Open ponds ranges approximately from about $10,000 to almost $79,000 per hectare taking into account the costs of the liner and the paddlewheel [27].
\nRaceway type open ponds are used in Israel, United States of America, China, and other countries. It has been reported that this type of PBR can maintain a cellular concentration of 0.5 g L-1 and a productivity of 25 g m-2 d-1 [63]. Despite their low construction and operation costs, the average cost of these systems is $8‐15 U.S. dollars per Kg of dry biomass [82]. The system that is more widely used in large scale facilities (near 1000 L) are the ones that use sterile plastic bags near to 0.5 m of diameter, adapted with an aeration system. These systems require intensive labour and generally present poor mixing. This makes very expensive to produce microalgae biomass. The costs are nearly $50 U.S. dollars per Kg of dry microalgae biomass, for smaller cultures the costs can raise up to $300 and even to $600 U.S. dollars per Kg. Costs are very high and superior to the estimated for the production of
Productivities and cost are important questions for an algal industry whose economic survival depends on production, and vary accordingly to cultivation methodology. From the perspective of scaling between laboratory to large‐sized outdoor facilities, differences might arise in products or co‐products expected if cultivation methods are not the same [25, 83].
Microalgae autotrophic growth is first limited by the photosynthethic process itself, and by the process of light energy captures and CO2 conversion into biomass. This is why PBR design must consider this biological process and focus on providing light, CO2, and other nutrients at a low cost.
\nMicroalgae mass cultures can only be achieved with PBRs designs aimed to improve photosynthetic efficiency in light capture, maintaining at the same time adequate turbulence conditions that can promote cells movement through the different illuminated regions, a high mass transfer rate and high usage efficiency of supplied CO2, allowing efficient O2 removal produced by photosynthesis, and avoiding the generation of nutrients gradients; besides supply adequate nutrient quantities in the moment they are required, in order to improve their use by the culture. This can be done using PBRs with a long light path operating in fed‐batch cultivation mode, if the design and operation characteristics are adequate.
\nTherefore, current designs of PBR still can be improved with the objective of lowering costs, increase efficiencies, and maintain high productivities. New PBR materials and different culture modes need to be investigated and evaluated because responses of specific strains cannot be inferred from other PBRs or culture conditions. Future investigations must consider microalgae as systems and aim to evaluate interactions between photosynthetic efficiency, CO2 and nutrient assimilation under different culture modes and operation conditions.
To CINVESTAV and to CONACYT for the scholarship granted for Juan Cristóbal García Cañedo (grant number 46457).
\nThe current COVID-19 pandemic has shaken almost all sectors including the education sector, and it has caused unprecedented disruption to education systems worldwide, resulting in the closure of schools, colleges and universities in most countries. The closure of educational institutions nationally was essential to prevent the spread of the virus using social distancing. To limit the spread of the virus and render the continuation of education, the predominant model used for education delivery is remote online teaching and learning (T&L), which is considered the best path forward. The government also recognises the increasing importance of online T&L in this dynamic world [1]. It was suddenly necessary to transform all educational activities ranging from in-class teaching and learning activities to assessments into online-based. As a result, the COVID-19 pandemic has changed the overall global education landscape and strengthened the visionary idea that education should not be limited by where or how you learn, what matters is that you learn from anywhere, at any time. In this situation, technologies are playing a key role in this, thanks to recent technological advancement. As a result, universities have started to develop blended learning approach, making use of key technologies, to prepare themselves to survive and flourish together for the continuity of education even in emergencies.
As information and communication technologies (ICT) have kept advancing, online education has become more feasible technologically, economically, and operationally [2]. Henceforth, the T&L approaches are continually kept changing, and online education has been adopted globally by institutions as an accepted teaching and learning form [2, 3]. However, a common perception about delivering online education is that the quality of online education is perceived as not equal to the traditional face-to-face classroom-based education.
During the COVID-19 pandemic, there are in fact as many as nearly 1.6 billion learners in more than 190 countries across the globe affected by the closures of educational institutions at the national level, representing approximately 90% of the global student population [4]. Additionally, it has been reported that there is a decline in the number of international students in many popular studies abroad countries. For example, new international student enrolment has dropped significantly, reporting a 43% decrease in the US in Fall 2020, according to the Institute of International Education (IIE) [5]. On the other hand, transnational education (TNE) is an emerging area of scholarship with a growing number of both students and providers moving across national borders to deliver higher education programmes. A similar situation (the closure of host institutions) also happened to most TNE programmes, especially TNE programmes in those countries, which were disrupted right at the beginning of the pandemic and had to close their activities. As a result, the pedagogic activities in TNE have rapidly been transformed into online education or remote online T&L due to the travel restrictions, thanks to the recent advancement of educational tools and technologies. Although most TNE providers had forced exceptionally swift adaptations of remote online T&L, the virtualisation of the TNE programmes, however, raised significant issues of both equity and pedagogy.
Due to the length of the COVID-19 pandemic, online education or a combination of online and traditional education (blended) is today an integral part of education and learning across the world. A growing number of colleges and universities have been implementing and adopting such approaches. Likewise, the perception of the online education quality mentioned earlier is changing and COVID-19 while being a hazard to humanity has evolved institutions to invest in online education [6]. Moreover, online education has proven to be valid and useful for many students during the COVID-19 pandemic that is opening up a new era - the revolution of online education.
Despite the current transformation of education systems and the challenges faced, the TNE programmes can still be a cornerstone in rebuilding the post-COVID-19 international education system. Therefore, this chapter firstly provides the concept and models of TNE programmes describing their pros and cons, as well as discusses the challenges faced by the TNE programmes during the COVID-19 pandemic and the opportunities created due to the replacement of traditional classrooms into the remote online T&L (restructuring the education system). In this chapter, authors have shared their experience on how their TNE students experience remote online education and cope with COVID-together with the benefits/challenges of remote learning for TNE students. Furthermore, this chapter provides future barriers and envisions of the future (post-COVID-19) of transnational higher education.
This chapter presents a review of the scholarly and grey literature on transnational education and e-learning with a special emphasis being put on COVID-19. The commentary and discussion are structured around objectives, perspectives, and experiences of key stakeholders of TNE facing challenges and taking measures during the COVID-19. As such, a systematic approach was used to identify 57 peer-reviewed articles from 2010 to 2021. Of which, only 19 articles were published before the COVID-19 pandemic and these articles are mainly reviewed for compiling the introduction of TNE and the related information while the remaining articles are mainly focusing on the challenges and opportunities created around TNE and e-learning as well as the good practices adopted by different stakeholders.
To complete the review, we searched the Web of Science, and Google Scholar for literature using the keywords “transnational education,” “e-learning,” “COVID-19 pandemic,” “online education,” and “blended learning.” We focused our search on peer-reviewed journal articles from 2010 to 2020. Theoretical studies, editorials, and non-peer-reviewed literature were excluded from the review. Additionally, we explored recent reports and guidelines produced by local governments and local higher education regulatory bodies for quality assurance of top TNE host and foreign countries. The inclusion criteria for e-learning and online education were mainly related to transnational or cross-border higher education. On the other hand, blended learning covers a broad range of learning approaches and is often used as an umbrella term to capture an assortment of blends or is placed on a spectrum ranging from more face-to-face instruction to more technology-assisted instructions. There are three categories of blended learning in terms of i) low-impact blends, where extra activities are added to an existing course; ii) medium-impact blends in which activities in an existing course are replaced; and iii) high-impact blends in which a blended course is designed from scratch [7]. In this review, the inclusion criteria for selecting articles on blended learning were those studies that were conducted in blended learning environments with reducing face-to-face instruction or replacing face-to-face instructional activities with remote online learning, which are mainly the case for transnational education during the pandemic.
After screening and excluding articles, 59 articles were finalised for the systematic literature review based on the above-mentioned criteria. Moreover, several good practices for mitigating some concerns for TNE and online learning (e-learning) are highlighted based T&L related discussions and meetings throughout the academic years 2019–2020 and 2020–2021.
Exports of education have significantly grown over the last two decades. This is achieved through developing sophisticated and successful approaches to the provision of higher education internationally to many students, who are located outside of the countries of higher education institutions (HEIs) that are awarding the degree. These approaches can be an array of collaborative arrangements with degree-awarding institutions from major education-exporting countries [8]. Traditionally, those students would have travelled to foreign countries to study for an international qualification and are now pursuing foreign degrees in their home or neighbouring countries at local institutions. This form of award-bearing educational provisioning by an HEI in one country to students based in another country is termed as
Among many definitions and interpretations of TNE, according to the UNESCO/Council of Europe Code of Good Practice in the Provision of Transnational Education, “
The delivery of such an education is often done through joint degrees or partnerships with overseas host institutions, branch campuses or online courses with qualifications. In recent years, many countries have engaged in TNE, and there has been an unprecedented growth of predominantly Western foreign universities delivering education throughout Asia, the Middle East, and Africa [11, 12, 13]. The UK, US, Australia, Germany, and France are the leading exporters of TNE or sending countries providing the TNE programmes [14]. On the other hand, China, UAE, Malaysia, Singapore, and Qatar are the leading host countries studying hundreds of thousands of students for a TNE programme [14, 15]. Based on the data available from different sources [14, 16], Figure 1 illustrates the top host and sending countries for TNE activities including some emergent destination countries.
A list of top transnational higher education sending, host and emergent destinations.
While most TNE programmes provide education at the undergraduate level under different modes of TNE with engineering, technology, maths, medical science, and computing being the principal subjects of study, the post-graduate level TNE programmes are also getting popular [16].
TNE mainly consists of three main stakeholder groups, namely students, partner institutions (both host and foreign) and governments [17]. An appropriate setting of a TNE programme can be considered as a win-win option for all those three main stakeholder groups. For many students, getting a degree in popular study destinations such as the UK, US, and Australia sounds like an enriching and exciting experience. However, they are expensive and not everyone can afford them. Achieving an international degree by studying in the home country via the TNE route at a considerably lower cost is a lucrative option. Students can get the learning experience of international standards (i.e., exposed to pedagogies from Europe, the US, Australia or wherever the awarding institution is based) receiving quality international education without having to go overseas. Besides paying much lower tuition fees, which are often much higher if studying at the foreign institution directly, students also save their travel and accommodation costs [18]. In addition to developing a deep conceptual understanding of the content of the subject of study, students are often taught by using innovative teaching and learning practices exploring state-of-the-art technologies. Moreover, they are usually assessed by exams and their participation in discussion and group projects that allow them to gain valuable soft skills such as communication and teamwork [19, 20].
Moreover, studying abroad is a challenge - an introduction to a new culture and an emotional roller coaster at times when your daily routine, culture, and the attitudes of people around you are no longer familiar [21]. In some cases, culture shock1 can resemble or trigger study abroad depression. In the case of TNE, students often face culture shock less and they will be able to concentrate more on their studies. However, it should not discourage students to stop studying abroad due to the concern of culture shock as there are hundreds of ways and guidelines available to overcome cultural shock while studying abroad [21, 22, 23]. It is also equally beneficial for both home and foreign institutions that TNE programmes can easily gain revenue streams with relatively little risk or effort. On the other hand, authors in [13] have highlighted that host country governments have found TNE as a potential contributor to increasing higher education capacity, satisfying skilled labour needs and contributing to knowledge creation and innovation (e.g., to create an “Education Hub”). For example, almost 90% of the population in the United Arab Emirates (UAE) is an expatriate, also known as non-Emiratis who cannot enter public universities, where education is free. To fulfil the demand from their expatriates’ children, the UAE government has allowed foreign universities, mainly from the UK, USA, Australia and India. Moreover, it is mentioned that the host government’s support is an essential part of TNE activities to be continued [24].
Despite the limited number of failed and/or non-profitable TNE partnerships for the foreign institutions, which are mainly due to the overestimation of the student enrolments and revenue streams, the underestimation of the start-up costs [13, 17] or failure to foresee the difficulties of operating in an unfamiliar business environment or unanticipated political opposition abroad, the financial returns from TNE are very modest and can never replace export education [24]. Moreover, many awarding TNE institutions are often expanding their operation in multiple host countries and multiple institutions in the same host country while they are also moving into new, larger, purpose-built campuses in the case of International Branch Campuses (IBC) (will discuss later). It is not only all about financial gain for the institutions, which is important for its expansion and sustainability but also to enhance their prestige, legitimacy and educational quality helping themselves in building a global brand. Additionally, some institutions see TNE engagement as other ways to enhance their research, knowledge capacity and cultural understanding (Knight, 2006 and [17]).
Even though the TNE programmes are becoming a popular way of achieving foreign degrees, there are some criticisms of TNE concerning the student experience and satisfaction from the TNE. It is expected that TNE is to provide identical programmes as the awarding institution to preserve its reputation [25]. However, there is a concern among many students and/or some host governments that TNE programmes are unlikely to be delivered by the core faculty of the awarding institutions, so the quality of such TNE programmes may not be the absolute equivalence to the one on the campus of the awarding (foreign) university [26]. For example, concerns about the quality of some TNE provisions in China by UK universities led to the Ministry of Education abruptly cancelling the licences of many HEIs and calling off many partnerships that were under development [24].
Moreover, it is also highlighted based on a TNE tutor survey [25] that it was advocated for the need to tailor the curriculum to the culture and context resulting in not all the content being necessarily transnationally transportable. Other most prominent concerns are related to misalignment between home and branch campus, replicating diversity and quality of the student body, mirroring forms of cultural imperialism, lack of data to drive decision-making, organisational culture and policies, and the ability to adapt to the “new” local context [27].
Under the concept of TNE as defined earlier, academic institutions are collaborating to jointly teach students or solely providing TNE (with no direct relationship with a local HEI) to teach students who are benefitting from quality teaching locally without needing to travel abroad. The TNE programmes and activities can be delivered through a wide variety of forms or modes ranging from remote campuses to joint degree programmes with institutions sharing best practices on a global scale. There are mainly two major categories of TNE [10], namely
Under these two categories, there is a wide variety of concepts and modes of operation in transnational education. They include but are not limited to online and distance learning, joint and dual degree programmes, fly-in faculty for short courses or international branch campuses. Based on the literature survey, the followings are the common forms of TNE that are widely adopted around the world and summarised in Table 1:
Types of TNE/categories | Independent TNE provision | Collaborative TNE provision |
---|---|---|
Twinning and articulation | No | Yes |
International franchising and degree validation | Yes | No |
International branch campus (IBC) | Yes | No |
Joint/Dual/Multiple degree | No | Yes |
Co-founded/Joint institutions* | No | Yes |
Distance/Online delivery | Yes | No |
Progression agreement/Sequential degrees | No | Yes |
Course-to-course credit transfer | No | Yes |
Types and categories of popular TNE formats.
May also be independent in the sense that there may not be any relationship with a local institution from the host country, but only with multiple institutions from foreign countries [10].
In the validation model popularised by UK universities, this is just a variation of franchising that the curriculum for a degree is designed by the awarding institution in the foreign country and taught in the home university. The recognition of the degree and the quality of the degree are tested by the awarding institution. In other words, validation is a variation of franchising, where instead of the home university developing and licencing the curriculum, the curriculum is developed by the foreign partner and, through an institutional accreditation process, is deemed to be equivalent to that of the home university, thus allowing the partner to offer the university’s degrees.
Attributes | Remarks | Reference |
---|---|---|
The overall number of students enrolment in majority IBCs | Usually, <1000 students | [17] |
Major drivers for IBC development |
| [17, 24] |
Unsuccessful IBC cases and lessons learned |
| [17] |
Some attributes of IBCs.
While there are numerous TNE formats discussed in the previous section, the delivery of T&L materials can be varied for the same TNE format at different institutions. Depending on the TNE formats, some TNE programmes feature a blend of online and face-to-face delivery of teaching and learning materials, and others consist of wholly online or face-to-face delivery or a combination of both these modes at different ratios [16]. For example, some Joint Degree programmes offer in-person delivery of T&L materials and in this case, faculties from both foreign and host institutions are directly involved in the T&L delivery. Sometimes foreign institutions recruit their staff based on the host country only (i.e., their faculties live in the host country during the whole term) or at the foreign institution and send them to the host country for only T&L delivery (flying faculty). The teaching and learning delivery can be in the Block teaching style, where lectures, tutorials and other forms of teaching are provided in an intensive block, sometimes as short as 1 week and student learning is compressed, typically with students studying only one course at a time. Alternatively, they can be spread over, e.g., 15 weeks of student learning and assessment (the conventional to the delivery of a full-time course of study in the UK).
Over the last decade, there has been an evolution in the development of new forms of TNE programmes. TNE is growing rapidly and getting widely accepted as well as becoming a popular way of acquiring international educational awards. In the TNE development process, many new elements related to higher education have emerged and are continuing to emerge. Examples of such key elements are new actors, new partnerships, new modes of delivery and new regulations [10]. The TNE modes discussed above are being developed based on defining and agreeing upon the key elements, i.e., the type of qualification TNE students get, mode of delivery, faculty arrangement, curriculum development, accreditation and so on, which are elaborately discussed in [10] and interested readers are referred to in this article [10].
The UK offers world-class education with a global reputation and a strong presence in global markets. Currently, the UK is the second largest provider of international education with a 10% share of the global market. When it comes to exporting the UK education expertise abroad, there is a strong demand all over the world for the quality of British education products and services. For example, the British Educational Suppliers Association (BESA) identified that China is one of such markets worth $500 billion, with $677 million spent on EdTech each year2. The UK dominates the provision of TNE around the world, especially in those countries that aspire to be regional education hubs. For example, Malaysia relies heavily on transnational education to meet the high demand for tertiary places which local public universities could not adequately meet [15]. The main reason for this is the quality and acceptability of British education around the world (e.g., a competitive employability advantage and an international outlook). It is also believed that a UK TNE provides valuable cultural capital in the forms of knowledge, skills, dispositions, and qualification. On the other hand, UK TNE programmes are commonly marketed as cost-effective for students who could not study wholly overseas but still seek a UK education and its associated benefits [15]. Most UK TNE programmes are usually offered as similar to those offered at the main (foreign) institution in the UK in terms of, e.g., course content, academic standards and qualification awarded.
Statistically, the UK is one of the leading exporters of TNE with 164 UK higher education providers reported 432,500 students studying through TNE in 2019/20, which decreased by 234,315 students (−35.2%), which is largely due to an increasingly competitive market, a developing local higher education sector in the host countries and changes in local regulations, and increased by 22 UK higher education providers (+15.5%) as compared to the corresponding data in 2018–2019 [30] (source: HESA3). As compared to the number of international students enrolled in the UK in the same year, there were ~ 1.4 times higher and ~ 1.22 lower UK TNE students, respectively. The number of UK TNE students and the number of UK TNE providers over academic years 2014/15 to 2019/20 is illustrated in Figure 2. It is found that there is an increasing trend of the number of UK HE providers involved in TNE programmes even though the total number of UK TNE students has started declining from the academic year 2016/17, which is mainly on the undergraduate programmes. However, there is a slow gain in the number of UK TNE students in the postgraduate (taught) programmes.
Transnational students studying wholly overseas for a UK higher education qualification in 2019/20 (note: Only showing countries with over 1000 transnational students).
Australia also maintains a well-established reputation as an education exporter and many Australian providers operate in several countries offering quality higher education through different TNE arrangements. Figure 3 shows the number of students studying a TNE course with Australian Providers at a campus outside of Australia in major markets, and it can be seen that Singapore, Malaysia and China are the three markets studying the largest number of enrolled students in 2018 [11]. Besides these markets shown in Figure 3, there are other potential markets (e.g., Sri Lanka, Vietnam, and India) identified for significant growth.
TNE students at an offshore campus in major markets in 2018 [
TNE is rapidly evolving with rapidly changing its scope and scale and emerging partnership models, modes of delivery, and regulations. Likewise, the changing nature of TNE partnerships has also been noticed in Australian Providers over a couple of decades. For example, in China, there are 150 Chinese-Australian programmes at the Bachelor level and above since the first Chinese-Australian programmes that were first approved in 1994, with Australia being the third-largest partner country behind the UK and the US [11]. Based on consultations and surveys undertaken by a study in [11], all Australian TNE programmes are managed by individual providers that employ their specific approaches and TNE partnerships and delivery models are in a state of constant evolution. IBCs, which provide greater control over quality and standards at the cost of larger investment and risking sustainability, are the most preferred TNE models for most Australian TNE providers, and as a consequence, at least six Australian IBCs in different markets have been closed.
TNE implies the crossing of cultural, linguistic, legislative as well as national and often intercontinental borders. In most cases, the rapidly growing economies such as the Middle East and Asia are often the target regions for the TNE partnerships, where the linguistic, cultural, political and legislative environments are completely different from those of the exporting universities that are mainly from the North [28]. Therefore, it is extremely complex to adapt and harmonise different systems working with different keys and different reference points.
Additionally, there is no TNE benchmark or general legal framework, which could harmonise the different educational structures and values of TNE institutions and qualifications. Therefore, TNE partnerships must comply with the legal requirements of both foreign and host countries and show standards of good practice. Regarding the TNE policy, practice and regulatory aspects, many host countries are imposing new restrictions. For example, authors in [11] have also found that “providers are most concerned about a lot of the sovereign issues, and by that, I mean how they’re dealing with governments and the rules in different countries and navigating that can be quite complex”. However, this brings the benefits of having excellent super- or extra-national universities that might find difficulties to expand their study courses outside the national boundaries, whilst some non-recognised and fraudulent institutions (the so-called “degree mills”) can operate in different national contexts at the same time.
Since early 2020, the spread of the novel coronavirus COVID-19 has started to cause a significant impact in many sectors across the world, and the education sector is not an exception, which has led to profound changes in the education sector. After declaring COVID-19 as a pandemic on 30 January 2020 by the Director-General of the World Health Organisation (WHO) [31], many governments around the world had taken pandemic precautionary measures such as social distancing to prevent the spread of the COVID-19 virus. Within weeks, it has led to the unprecedented health and socio-economic crisis, which we live in and which will mark our times for long, and has severely impacted the entire education sector around the world [3]. Notably, all levels of education have been stopped by the closure of schools, colleges and universities from the respective local government. For example, the Chinese government first announced or implemented school and universities closure and asked to take all forms of education online for the entire nation, and shortly after, many other governments also announced the same. This is the first time the world has ever seen the digital pedagogical revolution. Many countries also imposed strict travel restrictions and locked down entire cities resulting in significant impacts on education. One of the measures adopted by most countries for the continuation of education is to switch from traditional classes into remote online formats. Likewise, most TNE programmes regardless of their format also decided to transform the traditional teaching and learning activities into remote online education [32]. It was a rapid transition of education delivery involving pedagogic transformation, technology adoption in teaching and learning, and so on [33, 34, 35].
While international student mobility has been severely disrupted by COVID-19, TNE is not as vulnerable to travel restrictions and closed borders due to its nature. Therefore, TNE is in a better position to continue to accommodate the demand for international qualifications by adjusting some parameters, either as a short-term ‘holding pattern’ or as a rapidly growing business model for the post-pandemic world.
Even though there were some criticisms about the quality of transnational education regardless of the partnership models and delivery modes, the merits of TNE is now visible in the event of the COVID-19 pandemic that many students, who originally planned to travel abroad for a foreign degree, are now decide to study from their home country. This is due to governments being forced to impose international or domestic travel restrictions, worry about health and well-being in a foreign country, families being in financial hardship during the pandemic so worry about sending their children abroad to high-cost countries and so on [36]. In such cases, TNE is an alternative option for students wanting to achieve a foreign degree at an affordable cost. Moreover, it has also been noticed from many Alumni statistics of TNE graduates that employers value the TNE experiences in a positive way. Therefore, the opportunity to achieve a foreign degree via the TNE partnerships route is becoming more attractive and popular [37].
As for the TNE programmes in China, there was uncertainty before the start of the new semester in 2020 due to the fast spreading of the virus and it became apparent in mid-February 2020 that a plan B option is required. Also, most academics took it seriously and started to prepare for online teaching and learning [38]. In the end, universities rapidly transferred the onsite teaching to online [39]. A similar situation happened in other TNE host countries when the virus was progressively moving to other countries such as Malaysia, Vietnam, Thailand, Korea, Singapore, the Middle East, etc. Some foreign institutions took extra measures in terms of rearrangement of the course delivery (e.g., blended), curriculum (e.g., changing the weight of coursework and examination), removal (or switching) of in-laboratory activities (into, e.g., computer-based activities) and so on.
With the COVID-19 pandemic and recent developments around the world, both parents and students are concerned about safety and well-being and no longer feel that it is safe to travel and settle in another country. While many students have had their plans to study abroad, they defer and/or cancel their plans to study abroad at the last minute due to fears and uncertainties over COVID-19. Moreover, some students have decided to remain in their home country while enrolled in overseas universities studying remotely and/or to take admission at a host institution for the foreign degree via TNE programs. However, the time difference between, for example, the US and Singapore, put off many students thinking that the lessons would be held from 8 pm to 6 am [37].
The COVID-19 pandemic has opened the puzzle to test the preparedness of HEIs of how universities deal with a crisis for the continuation of essential teaching activities such as delivering courses, sharing lectures in real-time and running video-based international tutorials [40]. Many problems in TNE have been created by the closure of universities and the imposed travel restrictions, such as interruption of student learning and engagement, review and internal evaluation or continuous assessment, recruitment of teaching staff, maintaining of the academic calendar and admission processes in the next session, etc. (Rathe & Sarkar, 2020). The easiest and fastest way to keep the educational activities going is by switching to an online format. It is often referred to as online learning or online education or remote online teaching and learning.
Online education has been there for many years, but it is not an “off-the-shelf” process for most universities and goes far beyond the digitalisation of on-campus material and activities. Instead, it requires careful planning and a substantial amount of resources including a high workload for staff, and any economies of scale will only be realised in certain courses and the long term [41]. Otherwise, the risk of diminishing the student learning experience and education quality may arise.
Over the last almost 2 years, the growth and broader adoption of online education have been enormous and there is an acceptance of replacing parts of the regular provision (such as lectures) among academics. While the in-person interaction in the traditional classroom is an invaluable and irreplaceable component of teaching and learning, there has been a greater change in the perception of key stakeholders including regulators, higher education providers, academics, students, and families when it comes to the value of online education [41].
We have witnessed over the past two years that remote online teaching and learning have been adopted and recognised by most countries’ institutions even though some of those countries have not formally recognised online education in the past [42]. The COVID-19 pandemic has not only proved the acceptability and the efficacy of online teaching and learning but also there is greater flexibility in terms of course content, conducting the assessment, engaging learners or delivery permitted by both the host country and foreign country institutions. Hence, COVID-19 while being a hazard to humanity, has a greater impact on evolving institutions to invest in online learning.
Where the original delivery model involves students physically attending a campus or other study location, the providers, awarding bodies and students are needed to adopt different forms of delivery. The location of the students will also influence any revisions to the mode of delivery. In some countries, a certain amount of in-person or on-campus delivery has been able to continue. This has resulted in some blended or dual delivery where on-campus activity is combined with the provision of materials and staff contact through digital means. For example, models which involved flying faculty visiting from the UK have, for the most part, moved to online rather than in-person delivery due to travel restrictions. Models which include local tutor support, such as staff located in a branch campus or TNE partner staff, in some cases have been able to continue depending on the local government requirements for managing COVID-19.
Authors in [42] have highlighted and recommended an important aspect that any retrospective changes that had to happen suddenly, should be submitted for approval by professional, statutory, or regulatory bodies, such as collaborative framework documents, annual activity agreements, operational delivery plans and so on. It is also important that the decision-making process on the changes involves key professional services such as IT and library services, given the need to ensure continued access to learning resources [42, 43].
This is the first time the world has ever seen a rapid transition from face-to-face learning to remote online learning. In many cases, this happened with little advanced support or guidance, and as a result, not everyone made a smooth transition to teaching this way. While the basis of teaching such as content, pedagogy and assessment remain the same as the centre of successful teaching for both face-to-face and remote online learning, the forms of teaching and learning interactions may change. With technologies, students and teachers have found innovative ways to connect and interact with each other allowing them to move beyond substitution and redefine learning. When teaching online, this is as, or even more, important. Therefore, it is important to consider incorporating tools and techniques with careful planning on content, pedagogy and assessment and intentional use of online technologies that help teachers and students connect giving the best learning experience. In this section, a list of good practices has been identified for online teaching and learning in the context of TNE based on experiences (mostly coming from discussion and teaching-related meetings, e.g., weekly Teaching Hub):
Although the physical presence of the teacher in the classroom is not possible, the use of Teaching Assistants in the classroom during live synchronous sessions “in loco teacher” helps to smooth the transition between the teacher’s delivery and the student engagement.
Offering inclusive teaching methods as students who feel less able to participate in face-to-face group discussions may feel more confident in contributing.
Allowing students time to reflect and consider before they respond to others.
Enabling students to give and receive peer feedback on their work or ideas.
Allowing students to lead to collaborative learning experiences and collaborative constructions of meaning.
Forums can be wholly open, or students can be divided into groups.
Spend some time at the beginning of the lecture to identify students’ questions about the material.
Use polls and other interactive technologies to get a sense of students’ experience, comprehension, and reactions (“reading the room”).
Open the floor with the help of interactive technologies to a general discussion of particular questions
Create small groups via breakout rooms for having peer discussion using platforms like Zoom, MS Teams, etc. and/or other opportunities for student collaboration using tools like Google Docs, Miro, etc.
It is needless to say that COVID-19 is causing a great deal of ongoing stress and disruption to all our lives. The universities have also been trying to ensure that students’ academic progression and achievement are not disadvantaged by the current crisis. Therefore, the first and foremost task for HEIs is to take extra precautions to keep students safe. It makes emergency preparedness plans for the continuation of learning by transforming face-to-face learning into online mode. This requires a lot of effort from the institution’s point of view ranging from the change/mitigation of policies and procedures (e.g., teaching, learning, assessments, etc.) to the adaptation of new (often unknown) teaching and learning methods and technologies, which may result in unexpected outcomes. For example, the unexpected shutdown of the computer servers of the online learning platform due to a large number of users [45]. Moreover, some online education platforms have good features such as breakout for small group discussion while others may lack such important features. Most universities had to change their assessment policies - specifically, adopting an alternative assessment and relaxing or mitigating Extenuating Circumstances (EC) (e.g., students can self-certify for EC, automatic approval, etc.). The alternative assessment adopted can be varied from university to university and here are some common assessment formats: take-home exams, online proctor exams, long-period online exams, i.e., answering the paper within the normal exam time, but students can submit their answers within the allocated long hours window, etc. There are also other measures taken by HEIs such as communications and compliance that universities offer frequent communications for COVID-19 guidance and measures to enable students to continue to engage effectively with learning and assessment. Therefore, HEIs must have alternative plans (Plan B/Plan C) for any unexpected issues in advance and students must also be well informed about those plans with proper instructions.
Quality assurance and regulation of TNE have become an important element for both host and foreign institutions to ensure the quality of TNE programmes in an acceptable standard. Most TNE host countries have regulatory bodies and established procedures for assuring quality [13]. For example, the Malaysian Qualification Framework (MQF) implemented by the Malaysian Qualification Agency (MQA) is used as a basis for quality assurance of higher education in Malaysia as a host country while the quality of UK TNE is demonstrated through independent evaluation by the Quality Assurance Agency for Higher Education (QAA) [46]. While foreign countries are encouraging and helping their universities to expand their TNE activities, many countries have also started monitoring those TNE activities to project their higher education reputation [28]. For example, the UK’s QAA has been conducting in-country audits of UK TNE operations since 2009 across a range of countries4. It is believed that the export success of UK higher education is critically dependent on explicit and visible confirmation of rigorous internal quality assurance, external quality evaluation and careful regulation. The method for the quality evaluation and enhancement of UK transnational education was commissioned by Universities UK (UUK) and GuildHE, and the Quality Evaluation and Enhancement of UK Transnational Higher Education Provision (QE-TNE) demonstrates the commitment of UK higher education to deliver high-quality TNE experiences for students [46].
Education sectors have seen a dramatic digital revolution in recent years due to the COVID-19 pandemic putting universities in change and innovation mode. Over the course, individuals from all stakeholders (regulators, higher education providers, academics, students, and families) have faced several challenges, and one of the great challenges in TNE programmes is, in most cases, the rapid change in the delivery mode, which completely relies on technologies [47], and adjusting with the technology is a challenging task for both students and teachers. In this section, several challenges that are faced by TNE stakeholders are identified and briefly explained below.
In recent years, there is a significant advancement of educational tools and platforms, thanks to the fast technological advancement, that are readily available to adopt within a short time. For example, cloud-based teleconferencing with video platforms includes Zoom, Microsoft Teams, Blackboard Collaborate, etc. Since TNE students and staff require to engage with remote online education from home via educational tools and platforms, there can be significant challenges for both students [43, 48] and staff if a high-speed and uninterrupted internet connection is not accessible. Overall, this is a common problem for any remote online education resulting in a serious concern for the education providers to ensure the inclusive education provision. It was found [32] that many TNE students have limited access to a suitable internet connection and their learning experience is unequal.
TNE students are often used to a particular delivery mode, and significant changes are being made, which are essential tasks during the shift to online education, causing disruption to student learning [49]. Therefore, the measures taken by the institution and/or any changes must be communicated frequently with students and additional support must be ensured so that the learning outcomes can be achieved, and student expectations are met. It is even more important than usual that providers engage with students to ensure that any changes to delivery and assessment are communicated.
During the pandemic, most students travelled back home due to the closure of universities, and it was important for the best interest of students’ physical and mental wellbeing resulting in students being started attending online learning activities in different time zones. This was an important issue to consider before transforming traditional face-to-face learning into remote online learning. For example, it is not possible to deliver most learning activities in synchronous mode like in normal circumstances [35]. There are many ways [50] to blend the traditional face-to-face learning activities in the remote online format and many universities have adopted a blended approach consisting of synchronous and asynchronous modes of delivery.
Authors in [51] have compiled many relevant kinds of literature to identify the learning gaps due to several factors. There is much evidence that learning loss can be severe during the COVID-19 crisis exacerbating educational inequality [52] as according to the “faucet theory” [53]. Similarly, COVID-19 and the closure of universities may not affect students equally. In the case of remote online education, many TNE students have limited access to necessary technical equipment, a suitable broadband service, or perhaps facilities such as a quiet room with a desk and a computer.
One of many important challenges for the sudden forced switch to online education is learning and inequality. The fact is that not all households are equally prepared to move on to online education with a personal device and a stable Internet connection as necessary requirements not to fall behind. These factors have made the digital divide between those who can meet the new basic needs of the contemporary world and those who cannot, which is wider than ever. Such access inequalities are established on attributes of the individual (e.g., technology skills), contextualised social realities (e.g., gender discrimination), and economic circumstances (e.g. the ability to afford relevant technologies) [40]. Given this mixed situation, personalised blended learning that takes these factors into account is the ideal compromise for a post-pandemic society.
Depending on the TNE partnership agreement and delivery models, there might be some legal bindings in terms of changing the delivery modes though most TNE programmes have already adapted an alternative delivery model during the COVID-19 pandemic. The rapid temporary change in the delivery mode for any TNE arrangement was required for the continuation of education. However, an important advisable comment was made by authors in Green et al. [42] that TNE partners should review the terms of the overarching legal agreement and any operational agreement, which articulates the roles and responsibilities between both partners: firstly, to check whether these formal agreements allow any changes in the delivery mode or not; secondly, to introduce addendums to the agreements in line with their usual approval processes for permitting the necessary changes adhering to any emergency regulations (e.g., COVID-19). The emergency regulations can be adapted for their operating agreements as a consistent plan in the shorter term, and this may require substantial adjustments in terms of teaching, learning, assessment, student support as well as adapting and accessing technologies.
There is an increasing pressure to perform well academically and to sustain in an increasingly competitive environment contributing to suboptimal wellbeing [54]. Higher education students also have to cope with a new learning environment due to the COVID-19 pandemic, and the dramatic shift in the learning environment is the biggest contributor to poor wellbeing for students. A lack of physical contact with academic staff, coupled with their reduced capacity associated with the technological shift, has put students under increased pressure to meet deadlines without the typical access to support that they would normally experience (Zhai and Du, 2020).
New research conducted by Pearson and Wonkhe suggests that an emphasis should be given on improving online learning, which will have the most direct impact on students’ future wellbeing, engagement, and motivation [55]. It is suggested that it is not only about the result of students being at home and the concerns over Covid-19, but also the way that universities have managed interactions and online learning has increased their anxiety and harmed their wellbeing [55].
COVID-19 has tested the capability of the current education systems and challenged us in many ways. With the forced adoption of new ways of delivering teaching and learning, COVID-19 is also showing us the value of online education and the effectiveness of technology-assisted learning. It brings confidence and resilience to the education system, which has gained the capacity to deal with any future emergencies. The blended and/or mixed-mode learning approach is considered a viable model for the future of education. Therefore, it is the ideal way to prepare students, who are employable, locally and globally, for a world where knowledge is not a fixed set of facts.
Education is a core aspect of the United Nations (UN) Sustainable Development Goals (SDGs), and is considered essential to their success (UN, online). Likewise, transnational education (TNE) plays an important role for SDG 4 (i.e., “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”) in the pursuit of sustainable development.
Before COVID-19, online learning was often considered as an afterthought, or an optional extra and face-to-face education has always been the norm for university programs. However, like many other sectors that have evolved to support remote workers and colleagues working from home, many universities have reconsidered their use of technologies to do the same, offering a truly blended approach to learning, to survive. In today’s world during COVID-19, education is not limited by where or how you learn, what matters is that you continue to learn regardless of the pandemic. As such, universities around the globe have developed and adopted blended learning approaches to learning, making use of technologies, thanks to the recent advancement of computer science, information technology, computing, telecommunications, and other technological sectors.
Now, the questions about the post-COVID landscape of the higher education sector - What would be the teaching and learning delivery model when face-to-face teaching resumes? Whether going back to what it was before or will a new delivery model be introduced? Is a higher education revolution on the way due to COVID-19? What should universities be doing to minimise similar risks in the future, and what will that future look like for higher education? [56]. There has already been a lot of effort and investments placed for the adoption of the new education model and there is also a growing discussion ongoing about the future post-COVID-19 model of higher education whether it is to review their course structure and content, a fundamental revision of strategic priorities, a redesign of universities’ core activities and so on [41, 57]. It is speculated by experts [58] that a post-pandemic recession will accelerate the latest shift away from high-cost study destinations towards more affordable locations nearer to students’ home countries. This means the TNE programmes, which often cost less fees as compared to the fees required to pay in the West for the same programme, would particularly be attractive to those from low- and middle-income countries. Since most TNE programmes include the face-to-face element of TNE provision, which is essential to many students, it may be more appropriate to implement the mixed-mode education provision as a future pandemic-proof TNE solution with investing in online technologies and the development of online pedagogies. It is now clear that online pathways to overseas degrees are likely to expand, primarily in the form of blended learning at branch campuses and partner institutions [58].
While it will take another year to fully grasp the impact of the pandemic on international enrolments in traditional destinations, the short-term impact appears not to have been as bad as was first feared. An audience poll during a recent Times Higher Education session on international recruitment, for instance, found that international demand for UK university places has dipped by less than 25 per cent while most TNE programmes are overwhelmingly receiving students. What is clear is that universities need to consider more holistically their role as global social enterprises with their key remit being to address sustainability and employability challenges [41].
With efforts to prevent the spread of COVID-19, the global education system including transitional education (TNE) has been transformed with online education becoming the primary means of instruction. However, there are several challenges to be faced. The technological challenges are mainly related to the unreliable Internet connections for thousands of students and staff being simultaneously connected and the lack of digital devices for many students. This chapter presented a detailed discussion about COVID-19 and its impact on transitional education. It may be too early to say how students and teachers will cope with online learning and what future impacts it will have in terms of, e.g., student employability. All stakeholders such as academics, students and their families, enterprises, experts, universities and Policymakers should collaborate closely to develop accessible and inclusive learning environments, educational resources and tools are additionally able to maintain the sociality, inclusiveness and accessibility of education. At the same time, it will strengthen the capacity of universities in terms of preparedness for future emergencies. Moreover, future research will further analyse students’ perspectives, assessment, student experiences, and employability for graduates in COVID-19 and compare them across different TNE models and delivery modes, to provide a more comprehensive view and more detailed results.
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Díaz"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"3578",title:"Food Safety and Agro-Environment in China",subtitle:"Perceptions and Behaviors of Farmers and Consumers",isOpenForSubmission:!1,hash:"cf021dbae242d2664a3dfd949132feda",slug:"food-safety-and-agro-environment-in-china-perceptions-and-behaviors-of-farmers-and-consumers",bookSignature:"Teruaki Nanseki and Min Song",coverURL:"https://cdn.intechopen.com/books/images_new/3578.jpg",editedByType:"Edited by",editors:[{id:"167536",title:"Dr.",name:"Dongpo",middleName:null,surname:"Li",slug:"dongpo-li",fullName:"Dongpo Li"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"3",chapterContentType:"chapter",authoredCaption:"Authored by"}}],booksByTopicTotal:2,seriesByTopicCollection:[],seriesByTopicTotal:0,mostCitedChapters:[{id:"63169",doi:"10.5772/intechopen.80398",title:"The Dairy Industry: Process, Monitoring, Standards, and Quality",slug:"the-dairy-industry-process-monitoring-standards-and-quality",totalDownloads:8972,totalCrossrefCites:11,totalDimensionsCites:27,abstract:"Sampling and analysis occur along the milk processing train: from collection at farm level, to intake at the diary plant, the processing steps, and the end products. Milk has a short shelf life; however, products such as milk powders have allowed a global industry to be developed. Quality control tests are vital to support activities for hygiene and food standards to meet regulatory and customer demands. Multiples of chemical and microbiological contamination tests are undertaken. Hazard analysis testing strategies are necessary, but some tests may be redundant; it is therefore vital to identify product optimization quality control strategies. The time taken to undergo testing and turnaround time are rarely measured. The dairy industry is a traditional industry with a low margin commodity. Industry 4.0 vision for dairy manufacturing is to introduce the aspects of operational excellence and implementation of information and communications technologies. The dairy industries’ reply to Industry 4.0 is represented predominantly by proactive maintenance and optimization of production and logistical chains, such as robotic milking machines and processing and packaging line automation reinforced by sensors for rapid chemical and microbial analysis with improved and real-time data management. This chapter reviews the processing trains with suggestions for improved optimization.",book:{id:"6817",slug:"descriptive-food-science",title:"Descriptive Food Science",fullTitle:"Descriptive Food Science"},signatures:"Niamh Burke, Krzysztof A. Zacharski, Mark Southern, Paul Hogan,\nMichael P. Ryan and Catherine C. Adley",authors:[{id:"243276",title:"Dr.",name:"Michael P",middleName:null,surname:"Ryan",slug:"michael-p-ryan",fullName:"Michael P Ryan"},{id:"246153",title:"Prof.",name:"Catherine",middleName:null,surname:"Adley",slug:"catherine-adley",fullName:"Catherine Adley"},{id:"264302",title:"Ms.",name:"Niamh",middleName:null,surname:"Burke",slug:"niamh-burke",fullName:"Niamh Burke"},{id:"264304",title:"Mr.",name:"Krzysztof A",middleName:null,surname:"Zacharski",slug:"krzysztof-a-zacharski",fullName:"Krzysztof A Zacharski"},{id:"264305",title:"Mr.",name:"Paul",middleName:null,surname:"Hogan",slug:"paul-hogan",fullName:"Paul Hogan"},{id:"264306",title:"Dr.",name:"Mark",middleName:null,surname:"Southern",slug:"mark-southern",fullName:"Mark Southern"}]},{id:"63188",doi:"10.5772/intechopen.80437",title:"Effects of Radiation Technologies on Food Nutritional Quality",slug:"effects-of-radiation-technologies-on-food-nutritional-quality",totalDownloads:2208,totalCrossrefCites:7,totalDimensionsCites:14,abstract:"Generally, foods are thermally processed to destroy the vegetative microorganisms for food preservation. However, only thermal treatment triggers many unwanted biochemical reactions, which leads to undesirable sensorial and nutritional effects. Therefore, a number of nontraditional preservation techniques are being developed to satisfy consumer demand with regard to nutritional and sensory aspects of foods. Ensuring food safety and at the same time meeting such demands for retention of nutrition and quality attributes has resulted in increased interest in emerging preservation techniques. These emerging food preservation technologies can extend the shelf life of unprocessed or processed foods by inactivating the enzymes, reducing the food spoiling microbial growth rate or viability without altering the food quality attributes including flavor, odor, color, texture, and nutritional value. On the emerging technology, sphere promising results have been attained by the radiation processes. Ionizing radiation has been widely used in industrial processes, especially in the sterilization of medicals, pharmaceuticals, cosmetic products, and in food processing. Nonionizing radiation has been used in surface decontamination, as on the packaging sector. Although radiation techniques, as the other traditional or emerging techniques, can impair alterations that can modify the chemical composition and the nutritional value of foods, these changes depend on the food composition, the irradiation dose and factors such as temperature and presence or absence of oxygen in the irradiating environment. The aim of this chapter is to discuss retention or loss of vitamins and minerals in several food products submitted to a radiation process (gamma irradiation, short wave ultraviolet, microwave, and pulsed electric fields).",book:{id:"6817",slug:"descriptive-food-science",title:"Descriptive Food Science",fullTitle:"Descriptive Food Science"},signatures:"Fabiana Lima, Kássia Vieira, Miriam Santos and Poliana Mendes de\nSouza",authors:[{id:"246696",title:"Dr.",name:"Poliana",middleName:null,surname:"Mendes De Souza",slug:"poliana-mendes-de-souza",fullName:"Poliana Mendes De Souza"},{id:"267120",title:"BSc.",name:"Fabiana Regina",middleName:null,surname:"Lima",slug:"fabiana-regina-lima",fullName:"Fabiana Regina Lima"},{id:"267121",title:"BSc.",name:"Kássia Héllen",middleName:null,surname:"Vieira",slug:"kassia-hellen-vieira",fullName:"Kássia Héllen Vieira"},{id:"267122",title:"BSc.",name:"Miriam Aparecida",middleName:null,surname:"De Aguilar Santos",slug:"miriam-aparecida-de-aguilar-santos",fullName:"Miriam Aparecida De Aguilar Santos"}]},{id:"61595",doi:"10.5772/intechopen.77973",title:"Ultrasound Application to Improve Meat Quality",slug:"ultrasound-application-to-improve-meat-quality",totalDownloads:1630,totalCrossrefCites:5,totalDimensionsCites:7,abstract:"High-intensity ultrasound offers an alternative to traditional methods of food preservation and is regarded as a green, versatile, popular, and promising emerging technology. Ultrasound generates acoustic cavitation in a liquid medium, developing physical forces that are considered the main mechanism responsible for the observed changes in exposed materials. In meat, ultrasound has been successfully used to improve processes such as mass transfer and marination, tenderization of meat ,and inactivation of microorganisms. It is also an alternative to traditional meat aging methods for improving the quality properties of meat. Moreover, the combination of ultrasonic energy with a sanitizing agent can improve the effect of microbial reduction in foods. This review describes recent potential applications of ultrasound in meat systems, as well as physical and chemical effects of ultrasound treatments on the conservation and modification of processed meat foods.",book:{id:"6817",slug:"descriptive-food-science",title:"Descriptive Food Science",fullTitle:"Descriptive Food Science"},signatures:"Alma D. Alarcon-Rojo, Esmeralda Peña-González, Iván García-\nGalicia, Luis Carrillo-López, Mariana Huerta-Jiménez, Raúl Reyes-\nVillagrana and Hector Janacua-Vidales",authors:[{id:"114470",title:"Dr.",name:"Alma D.",middleName:null,surname:"Alarcon-Rojo",slug:"alma-d.-alarcon-rojo",fullName:"Alma D. Alarcon-Rojo"},{id:"194015",title:"Dr.",name:"Hector",middleName:null,surname:"Janacua-Vidales",slug:"hector-janacua-vidales",fullName:"Hector Janacua-Vidales"},{id:"228859",title:"Dr.",name:"Luis",middleName:null,surname:"Carrillo",slug:"luis-carrillo",fullName:"Luis Carrillo"},{id:"252001",title:"Dr.",name:"Esmeralda",middleName:null,surname:"Peña-Gonzalez",slug:"esmeralda-pena-gonzalez",fullName:"Esmeralda Peña-Gonzalez"},{id:"252003",title:"Dr.",name:"Iván",middleName:null,surname:"García-Galicia",slug:"ivan-garcia-galicia",fullName:"Iván García-Galicia"},{id:"252004",title:"Dr.",name:"Mariana",middleName:null,surname:"Huerta-Jimenez",slug:"mariana-huerta-jimenez",fullName:"Mariana Huerta-Jimenez"},{id:"252005",title:"Dr.",name:"Raul",middleName:null,surname:"Reyes-Villagrana",slug:"raul-reyes-villagrana",fullName:"Raul Reyes-Villagrana"}]},{id:"63207",doi:"10.5772/intechopen.79434",title:"Agrifood By-Products as a Source of Phytochemical Compounds",slug:"agrifood-by-products-as-a-source-of-phytochemical-compounds",totalDownloads:1458,totalCrossrefCites:4,totalDimensionsCites:7,abstract:"In last years, food by-products and waste valorization practices have gained importance because these processes are sustainable and can increase the profit for local economies. Many compound families of phytochemicals like carotenoids, tocopherols, glucosinolates and phenolic compounds can be obtained through plant by-products coming from agroindustries, such as citric peels, tomato wastes or wine pomace. A number of novel methods like pressured liquid, microwaves or supercritical CO2 are being used for the extraction of compounds, affecting them in different ways. Phytochemicals obtained can be used in cosmetics, medical uses and dietary supplements or reused in agrifood industries among others, as natural pigments, antioxidants or antimicrobials.",book:{id:"6817",slug:"descriptive-food-science",title:"Descriptive Food Science",fullTitle:"Descriptive Food Science"},signatures:"Sara Martillanes, Javier Rocha-Pimienta and Jonathan Delgado-\nAdámez",authors:[{id:"193962",title:"Ms.",name:"Sara",middleName:null,surname:"Martillanes",slug:"sara-martillanes",fullName:"Sara Martillanes"},{id:"193963",title:"Mr.",name:"Javier",middleName:null,surname:"Rocha-Pimienta",slug:"javier-rocha-pimienta",fullName:"Javier Rocha-Pimienta"},{id:"247371",title:"Dr.",name:"Jonathan",middleName:null,surname:"Delgado-Adámez",slug:"jonathan-delgado-adamez",fullName:"Jonathan Delgado-Adámez"}]},{id:"62295",doi:"10.5772/intechopen.78796",title:"Chemical Constituents of Fruit Wines as Descriptors of their Nutritional, Sensorial and Health-Related Properties",slug:"chemical-constituents-of-fruit-wines-as-descriptors-of-their-nutritional-sensorial-and-health-relate",totalDownloads:1350,totalCrossrefCites:4,totalDimensionsCites:5,abstract:"Functional foods are foods that provide positive health effects apart from the provision of essential nutrients. Along with nutraceuticals, they represent the top trends in the food industry. Fruit wines are considered functional foods. When assessing the fruit wine quality, a wide range of descriptors are taken into consideration, namely physicochemical and sensorial properties of fruit wine. Furthermore, within the context of the new food products development (e.g. functional products), functional properties of fruit wines are also taken into consideration. Functional properties are determined by the content of the biologically active components, such as polyphenols, vitamins and micro- and macrominerals. It is also important to consider the food-safety issues regarding the fruit wines consummation, that is, the presence of pesticides, mycotoxins and biogenic amines in different fruit wines. This chapter aims to give an overview of various factors used to evaluate the quality and the functional properties of fruit wines.",book:{id:"6817",slug:"descriptive-food-science",title:"Descriptive Food Science",fullTitle:"Descriptive Food Science"},signatures:"Darko Velić, Daniela Amidžić Klarić, Natalija Velić, Ilija Klarić, Vlatka\nPetravić Tominac and Ana Mornar",authors:[{id:"147995",title:"Dr.",name:"Ana",middleName:null,surname:"Mornar",slug:"ana-mornar",fullName:"Ana Mornar"},{id:"245704",title:"Prof.",name:"Darko",middleName:null,surname:"Velić",slug:"darko-velic",fullName:"Darko Velić"},{id:"246414",title:"Dr.",name:"Daniela",middleName:null,surname:"Amidžić Klarić",slug:"daniela-amidzic-klaric",fullName:"Daniela Amidžić Klarić"},{id:"246415",title:"Prof.",name:"Natalija",middleName:null,surname:"Velić",slug:"natalija-velic",fullName:"Natalija Velić"},{id:"246416",title:"Dr.",name:"Ilija",middleName:null,surname:"Klarić",slug:"ilija-klaric",fullName:"Ilija Klarić"},{id:"246417",title:"Prof.",name:"Vlatka",middleName:null,surname:"Petravić Tominac",slug:"vlatka-petravic-tominac",fullName:"Vlatka Petravić Tominac"}]}],mostDownloadedChaptersLast30Days:[{id:"63169",title:"The Dairy Industry: Process, Monitoring, Standards, and Quality",slug:"the-dairy-industry-process-monitoring-standards-and-quality",totalDownloads:8973,totalCrossrefCites:11,totalDimensionsCites:27,abstract:"Sampling and analysis occur along the milk processing train: from collection at farm level, to intake at the diary plant, the processing steps, and the end products. Milk has a short shelf life; however, products such as milk powders have allowed a global industry to be developed. Quality control tests are vital to support activities for hygiene and food standards to meet regulatory and customer demands. Multiples of chemical and microbiological contamination tests are undertaken. Hazard analysis testing strategies are necessary, but some tests may be redundant; it is therefore vital to identify product optimization quality control strategies. The time taken to undergo testing and turnaround time are rarely measured. The dairy industry is a traditional industry with a low margin commodity. Industry 4.0 vision for dairy manufacturing is to introduce the aspects of operational excellence and implementation of information and communications technologies. The dairy industries’ reply to Industry 4.0 is represented predominantly by proactive maintenance and optimization of production and logistical chains, such as robotic milking machines and processing and packaging line automation reinforced by sensors for rapid chemical and microbial analysis with improved and real-time data management. This chapter reviews the processing trains with suggestions for improved optimization.",book:{id:"6817",slug:"descriptive-food-science",title:"Descriptive Food Science",fullTitle:"Descriptive Food Science"},signatures:"Niamh Burke, Krzysztof A. Zacharski, Mark Southern, Paul Hogan,\nMichael P. Ryan and Catherine C. Adley",authors:[{id:"243276",title:"Dr.",name:"Michael P",middleName:null,surname:"Ryan",slug:"michael-p-ryan",fullName:"Michael P Ryan"},{id:"246153",title:"Prof.",name:"Catherine",middleName:null,surname:"Adley",slug:"catherine-adley",fullName:"Catherine Adley"},{id:"264302",title:"Ms.",name:"Niamh",middleName:null,surname:"Burke",slug:"niamh-burke",fullName:"Niamh Burke"},{id:"264304",title:"Mr.",name:"Krzysztof A",middleName:null,surname:"Zacharski",slug:"krzysztof-a-zacharski",fullName:"Krzysztof A Zacharski"},{id:"264305",title:"Mr.",name:"Paul",middleName:null,surname:"Hogan",slug:"paul-hogan",fullName:"Paul Hogan"},{id:"264306",title:"Dr.",name:"Mark",middleName:null,surname:"Southern",slug:"mark-southern",fullName:"Mark Southern"}]},{id:"62295",title:"Chemical Constituents of Fruit Wines as Descriptors of their Nutritional, Sensorial and Health-Related Properties",slug:"chemical-constituents-of-fruit-wines-as-descriptors-of-their-nutritional-sensorial-and-health-relate",totalDownloads:1350,totalCrossrefCites:4,totalDimensionsCites:5,abstract:"Functional foods are foods that provide positive health effects apart from the provision of essential nutrients. Along with nutraceuticals, they represent the top trends in the food industry. Fruit wines are considered functional foods. When assessing the fruit wine quality, a wide range of descriptors are taken into consideration, namely physicochemical and sensorial properties of fruit wine. Furthermore, within the context of the new food products development (e.g. functional products), functional properties of fruit wines are also taken into consideration. Functional properties are determined by the content of the biologically active components, such as polyphenols, vitamins and micro- and macrominerals. It is also important to consider the food-safety issues regarding the fruit wines consummation, that is, the presence of pesticides, mycotoxins and biogenic amines in different fruit wines. This chapter aims to give an overview of various factors used to evaluate the quality and the functional properties of fruit wines.",book:{id:"6817",slug:"descriptive-food-science",title:"Descriptive Food Science",fullTitle:"Descriptive Food Science"},signatures:"Darko Velić, Daniela Amidžić Klarić, Natalija Velić, Ilija Klarić, Vlatka\nPetravić Tominac and Ana Mornar",authors:[{id:"147995",title:"Dr.",name:"Ana",middleName:null,surname:"Mornar",slug:"ana-mornar",fullName:"Ana Mornar"},{id:"245704",title:"Prof.",name:"Darko",middleName:null,surname:"Velić",slug:"darko-velic",fullName:"Darko Velić"},{id:"246414",title:"Dr.",name:"Daniela",middleName:null,surname:"Amidžić Klarić",slug:"daniela-amidzic-klaric",fullName:"Daniela Amidžić Klarić"},{id:"246415",title:"Prof.",name:"Natalija",middleName:null,surname:"Velić",slug:"natalija-velic",fullName:"Natalija Velić"},{id:"246416",title:"Dr.",name:"Ilija",middleName:null,surname:"Klarić",slug:"ilija-klaric",fullName:"Ilija Klarić"},{id:"246417",title:"Prof.",name:"Vlatka",middleName:null,surname:"Petravić Tominac",slug:"vlatka-petravic-tominac",fullName:"Vlatka Petravić Tominac"}]},{id:"64299",title:"Quality of Reduced-Fat Dairy Coffee Creamer: Affected by Different Fat Replacer and Drying Methods",slug:"quality-of-reduced-fat-dairy-coffee-creamer-affected-by-different-fat-replacer-and-drying-methods",totalDownloads:1427,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"This work aims to investigate the effects of inulin (0, 2.5, 5 and 7.5%, w/w) and maltodextrin (0, 15, 20 and 25%, w/w) as wall materials and fat replacers and drying techniques (i.e. spray drying and fluidized-bed drying) on physicochemical properties of regular and instant reduced-fat dairy creamers. The regular reduced-fat dairy creamer was produced by one-stage drying (i.e. spray drying), while the instant reduced-fat dairy creamer was produced by two-stage drying (i.e. spray drying followed by fluidized-bed drying). In this study, control (0% inulin and 0% maltodextrin) and two commercial regular and instant coffee creamers (A and B) were also considered for comparison purposes. The results showed that the regular creamer containing 25% maltodextrin and 7.5% inulin had the largest particle size, highest viscosity and most desirable wettability among all formulated regular creamers. The yield of reduced-fat coffee creamer was significantly increased from 43.55 to 94.60% by increasing the amount of fat replacers to the maximum level (25% maltodextrin and 7.5% inulin). The current study revealed that the application of fluidized-bed drying for agglomeration led to significantly improve the wettability and instant properties of the instant creamer. In this study, the formulated instant creamer containing 25% maltodextrin and 7.5% inulin was the most desirable product as compared to all creamers.",book:{id:"6817",slug:"descriptive-food-science",title:"Descriptive Food Science",fullTitle:"Descriptive Food Science"},signatures:"Simin Hedayatnia and Hamed Mirhosseini",authors:[{id:"245735",title:"Associate Prof.",name:"Hamed",middleName:null,surname:"Mirhosseini",slug:"hamed-mirhosseini",fullName:"Hamed Mirhosseini"}]},{id:"63188",title:"Effects of Radiation Technologies on Food Nutritional Quality",slug:"effects-of-radiation-technologies-on-food-nutritional-quality",totalDownloads:2208,totalCrossrefCites:7,totalDimensionsCites:14,abstract:"Generally, foods are thermally processed to destroy the vegetative microorganisms for food preservation. However, only thermal treatment triggers many unwanted biochemical reactions, which leads to undesirable sensorial and nutritional effects. Therefore, a number of nontraditional preservation techniques are being developed to satisfy consumer demand with regard to nutritional and sensory aspects of foods. Ensuring food safety and at the same time meeting such demands for retention of nutrition and quality attributes has resulted in increased interest in emerging preservation techniques. These emerging food preservation technologies can extend the shelf life of unprocessed or processed foods by inactivating the enzymes, reducing the food spoiling microbial growth rate or viability without altering the food quality attributes including flavor, odor, color, texture, and nutritional value. On the emerging technology, sphere promising results have been attained by the radiation processes. Ionizing radiation has been widely used in industrial processes, especially in the sterilization of medicals, pharmaceuticals, cosmetic products, and in food processing. Nonionizing radiation has been used in surface decontamination, as on the packaging sector. Although radiation techniques, as the other traditional or emerging techniques, can impair alterations that can modify the chemical composition and the nutritional value of foods, these changes depend on the food composition, the irradiation dose and factors such as temperature and presence or absence of oxygen in the irradiating environment. 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