But just how good are these off-shore programs? And what are the costs for the countries ad schools involved - or more importantly, for the students?

Chairman Mao's image smiles down from a half dozen large vintage posters that surround the walls of professor Jason Tan's tiny office in Singapore. Tan is a professor of education policy and a collector of propaganda posters.

Mao's vision for education is no longer the model being followed in China or many other Asian countries. Developing countries such as Singapore want quality education for as many of its citizens as possible.

But with only three of its own public universities, Singapore needed help. That's when foreign universities were invited.

Tan is a critic of the off-shore programs. He received his doctorate from UB in the United States but teaches at a Singapore university. Tan describes the foreign programs as "patchy" at best. And he said that is largely owing to the government's hands-off approach.

Singapore education officials declined WBFO's request for an interview. But there is evidence of problems. In 2006, the University of New South Wales opened a full-scale campus in Singapore - with help from the government. Three months later it closed its doors, abandoning the new campus and the students.

John Conceicao is director of education services for the Singapore tourism board. The board works to attract students and colleges. Conceicao said there are many success stories too. But he said, as in any business, there are no guarantees.

The problem is by no means unique to Singapore.

Alan Goodman is president of the Institute for International Education in the U.S. The independent group tracks trends and collects data on international programs. Goodman said the unregulated off-shore education industry is showing cracks.

In the case of one program in China, students rioted in the streets in protest because the university did not deliver on its promises.

Critics say that kind of bait-and-switch is common.

Our education policy expert Jason Tan says it is "buyer beware." And he said there is a lot to be aware of, from part time instructors to lack of oversight.

Finance professor Michael Graham comes away looking drained after a three hour lecture. He's teaching courses in Singapore for his home campus of RMIT in Australia.

Graham also coordinates the program while he's in Singapore for a few weeks at a time. He has to. RMIT has no on-sight administrators. He said the only support staff is from their Singapore host school.

But he said electronic communication makes contact with the home campus possible.

RMIT has survived this way in Singapore for more than two decades. But some schools don't hang on.

Bob Armstrong taught for an American program that closed down in Singapore ten years ago. He would only identify the school as "a fully accredited mid-western university." Armstrong said its foreign program in Singapore was doomed to failure.

"We taught semesters in 17 days," said Armstrong.

Armstrong now teaches in Singapore for UB's program there. He and others herald it as one of the successful, quality foreign programs.

But it hasn't been easy. Officials say it is difficult and expensive to bring faculty to the other side of the world to teach. Tuition has to absorb the cost.

UB does have on-sight administrators in Singapore, but only two for nearly 800 students and the faculty. Still, Professor Jason Tan said UB's program is good.

But he is still glad he got his degree at UB's campus in Buffalo. He said there is no replacement for the kind of interaction and education he received studying in another country. He said the intangible benefits of such a cultural exchange are just as important as the piece of paper you get in the end.

Next week we'll look at just how globalized higher education is changing life experiences and world views.

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