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B arriers to comparability Sustainable Offshore Delivery

B arriers to comparability Sustainable Offshore Delivery . Hilary Winchester 25 July 2012 h.winchester@internode.on.net. Sustainable Offshore Delivery. Australia a leader in international education and offshore delivery Offshore delivery a roller-coaster ride

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B arriers to comparability Sustainable Offshore Delivery

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  1. Barriers to comparabilitySustainable Offshore Delivery Hilary Winchester 25 July 2012 h.winchester@internode.on.net

  2. Sustainable Offshore Delivery Australia a leader in international education and offshore delivery Offshore delivery a roller-coaster ride Now in a phase of rebuilding and repositioning and regulation International activities seen as a prime area of risk

  3. Importance of comparability Provider Registration Standards 4. Primacy of academic quality and integrity • The higher education provider maintains academic quality and integrity in its higher education operations. 4.3 ‘ensure that the awarding of multiple awards, including higher education awards offered in conjunction with another entity, protects the integrity of the higher education awards offered by the higher education provider’

  4. Importance of comparability The higher education provider ensures there are safe, well-maintained physical and electronic resources and infrastructure sufficient to enable the achievement of its higher education objectives, across all its locations in Australia and overseas. Where the higher education provider has an arrangement in place with another entity to manage or deliver some or all of a course of study on its behalf, the higher education provider has effective mechanisms to manage and quality assure all aspects of the arrangement

  5. Provider Standard Requirements • Admission requirements • Student support • Student learning outcomes • Courses • Facilities • Staffing • Infrastructure – including access to electronic resources

  6. AUQA Audits of Universities – Cycle 2 25 universities Internationalisation a mandated theme

  7. TNE main areas of concern

  8. PartnershipsAUQA recommends that… (urgent) the University investigate and remedy the causes of the breakdown in relationship with Overseas University and with the students at that location

  9. PartnershipsAUQA recommends that… take steps to have its name removed from testamurs issued by the Dodgy Brothers Institute

  10. English language strengthen the English language entry pathways for the admission of students to ensure that these students have adequate language competencies to participate effectively in their studies. consider the implementation of some form of diagnostic testing of the English language proficiency of International College graduates articulating into or enrolling in University programs, with a view to using the results to determine how the English language preparation of these students can be improved

  11. English language develop a more systematic, university-wide approach to improving English language proficiency and learning support for international students which transcends a focus on IELTS levels. much greater English Language development support, by appropriately qualified professionals, for teaching staff and students

  12. Staff introduce formalised induction, including cross-cultural awareness training, for all staff who are teaching offshore. ensure more engagement between the academic staff in Australia and those responsible for teaching and tutoring programs offshore.

  13. Quality Assurance - general Overarching issues of strategy and policies to manage TNE interactions Specific issues about courses taught in languages other than English Issues specific to particular regional contexts – e.g. Malaysia, Middle East

  14. Quality Assurance (a) Academic Standards ‘review the effectiveness of academic quality assurance for the Faculty offshore and teaching partners’ ‘policies and procedures for the approval and operation of new and existing transnational education programs’ ‘an effective mechanism for systematically assessing the quality of teaching in programs taught through partner providers’ ‘an external review of the adequacy of thesis supervision and associated risks to academic standards’ ‘equivalence of laboratory provision’

  15. Quality Assurance (b) Monitoring and managing risk • Measurable KPIs that will enable the Senior Management Group to monitor progress • Develop an academic policy on dual/ combined awards • Awareness of risk … • Greater oversight in identification and mitigation of potential reputational risks

  16. Quality Assurance (c) Comparability • Provide for regular moderation examined by local academics • More robust processes for moderation • Monitoring the implementation of recommendations from quality reviews and implementing a University-wide moderation standard • Moderation using input other than academics involved in the teaching of the course • Resolve apparent inconsistencies in course curricula and teaching arrangements

  17. TNE areas of commendation

  18. How to overcome barriers to comparability? Vision and strategy Backed up by good policy Awareness of risk Overarching Quality Management System Commitment to student experience – outcomes and quality

  19. Sustainable Offshore Delivery Questions and Discussion Your views Thank you!

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