International and Development Portfolio Transnational Education (TNE) at RMIT

1. International and Development PortfolioTransnational Education (TNE) at RMIT

2. Overview • Overview of RMIT’s offshore partnership programs • What encompasses transnational education (TNE) at RMIT and where does it fit strategically? • Processes for establishing new offshore partners and programs • Who is involved in the administration and support of offshore programs? • Policies and regulatory frameworks relating to the delivery of TNE programs • Processes for ensuring ongoing partnerships meet quality and accreditation requirements

3. Transnational Education Team

4. RMIT – 2011 – 2015 Strategic goals & priorities The 3 goals of the University plan are: Global in attitude, action and presence, offering our students a global passport to learning and work. Urban in orientation and creativity, shaping sustainable cities and drawing inspiration from the challenges and opportunities they provide. Connected through active partnerships with professions, industries and organisations to support the quality, reach and impact of our education and research. TNE connects to all 3 of these goals and many of the associated strategic priorities. International & Development Portfolio

5. I&D Portfolio Plan 2011 The key TNE objectives in the I&D 2011 portfolio plan are to: Optimise current partner arrangements – including the finalisation of new agreements & identification and delivery of new programs. Identify new markets, partners and modes of delivery – including the completion of the Transnational Strategy Development Project, and the finalisation of new partnership agreements. International & Development Portfolio

6. RMIT student population 2010 (head count) • Total student enrolment: 73,907 • 20,554 VET • 53,353 Higher Education • Total international student number: 29,006 • 11,915 international students in Melbourne • 17,091 students studying in other countries • (11,389 students with RMIT offshore partners • and 5,702 in Vietnam campuses) • 39% of total student enrolment is international • 23% of total student enrolment is offshore • (including Vietnam) • 16% of total student enrolment is onshore (Statistics and Reporting April 2011)

7. RMIT Transnational Education partners 2011 Belgium: 1 CHINA: 1 LAOS: 1 HONG KONG: 4 MALAYSIA: 1 SINGAPORE: 2 SRI LANKA: 1 • China • Shanghai Institute of Foreign Trade (SIFT) • Singapore • Singapore Institute of Management (SIM) • The Stansfield Group • Malaysia • Taylors University • Sri Lanka • Brandix • Hong Kong • Hong Kong Art School • Hong Kong Management Association • Mandarin Oriental Hotel Group • Vocational Training Council of Hong Kong • Laos • MinMetals • Belgium • University of Leuven, Sint Lucas School in Ghent - doctoral architecture program

8. TNE Student Numbers by country 2006-2010

9. TNE’s role: contract and partnership management Transnational Education (TNE) is responsible for: • Identifying potential offshore partners in consultation with Schools, Colleges and other stakeholders, and in line with University’s strategy • Coordinating the development of new offshore programs and partnerships, including approval processes • Coordinating interactions with offshore partners • Coordinating decisions on contract renewal and partnership termination • Monitoring and reporting on offshore award partnerships (including financial monitoring) • Issue resolution related to offshore partnership programs

10. Establishing an offshore program: stages The process of establishing a new offshore partnership or program includes • Identification and initial assessment • Expression of Interest (EOI), including minor due diligence • Business Case (International Implementation Plan), including more extensive due diligence, market analysis, costing, etc. • Academic Case • Contract development, negotiation and finalisation • In-country approvals (as required) • Promotion and program start Note: It is not required that Collaborative Articulation Programs (CAPs) progress through all of these stages.

11. Establishing an offshore program: EOI School College DVC I&D via TNE • The process of establishing a new partnership or program commences with submission of an Expression of Interest (EOI) to the Transnational Education Unit. • If the Expression of Interest (EOI) is approved by the DVC I&D, the project is registered, roles are assigned (including a Partnership Manager).

12. Establishing an offshore program: business and academic case College & FSG • Following approval of the EOI, an International Implementation Plan is prepared by the school with support from TNE Unit and College office. • The IIP / business case goes through the Vice-Chancellor’s Executive for approval. School DVC I&D via TNE VCE • The academic case (including program guide and associated documentation) goes through College approvals (Academic Development Committee) to Policy and Programs Committee and to finally Academic Board. College/ADC Policy and Programs Committee School Academic Board

13. Offshore teaching models and program architecture policy • Teaching models for RMIT HE and TAFE award programs offshore • Ensures consistency & quality in award programs delivered offshore Principles • Equivalence of learning outcomes, competencies and capabilities • Language of instruction is normally English • RMIT academic policies apply both on and offshore Offshore teaching models • Model 1- RMIT delivered • Model 2 – jointly delivered Teaching & assessment • Contextualisation of learning materials/ moderation of assessment by RMIT English language support – pre-commencement, concurrent, embedded http://www.rmit.edu.au/browse;ID=8p7zirg38po6z

14. TNE Stakeholders School Head of School D HoS L&T Discipline Leader Program Director School Manager Program Administrator Teaching staff Marketing/ Communications staff Finance staff College PVC Academic A PVC Int’l A PVC L&T College office Marketing Finance University Services DVC Int’l & Development TNE Unit / Partnership managers DVC Academic – Learning and Teaching, Library, Educational Technology Students Portfolio – ARG, Student Services, Policy and Planning Financial Services Information and Web Services Human Resources Offshore Partner Management Program Director Teaching staff Students Administrative staff Student services Marketing QA / HR

15. TNE Responsibilities Matrix • Key activities - Business development and contract management • Areas/ groups involved in TNE • Responsibility levels Responsible for outcome Responsible for process Input required *Input may be required http://mams.rmit.edu.au/15g4vpku8r3v.pdf

16. TNE Responsibilities Matrix

17. Quality assurance of TNE Internal • Program-level QA • Course Experience Surveys • School and College audits • Univesity reviews • Internal Audit and Risk Management audits • Program Annual Review (PAR) • Financial reviews External • AUQA and AQF (TEQSA) • Professional accreditation bodies, eg: • Engineering: eg Engineers Australia, Institution of Engineers Singapore, Hong Kong Institution of Engineers • Construction Management: Australian Institute of Building (AIB), the Australian Institute of Quantity Surveyors (AIQS) and the Royal Institution of Chartered Surveyors (RICS)

18. External regulatory frameworks governing TNE • In-country regulatory frameworks • Singapore – Council for Private Education • Hong Kong – Hong Kong Education Bureau’s Non-Local Courses Registry administered by HKCAAVQ • China – Provincial government and central government (Ministry of Education) • Malaysia – Ministry of Higher Education's Malaysian Qualifications Agency • Implications for RMIT programs and staff teaching on RMIT programs

19. Questions?