Transnational Education Why we take it very seriously Agenda - - PowerPoint PPT Presentation

Transnational Education

Why we take it very seriously

Agenda

• Introduction (Vi)
• TNE opportunities, business case & contracts (Colin)
• TNE Curriculum Development & Approval (Stephen)
• Admitting TNE Students (June, Mary & Colin)
• Inducting students (Vi & Stephen )
• Ensuring IT access- library, Blackboard, email (Vi & Stephen)
• Staff induction (Vi, Mary, Colin)

– demo Education wiki (Mary) – OCS safety briefing docs (Colin)

• Equivalence and ongoing course QA requirements (Vi & Stephen)
• Ongoing business management- OCS and faculties (Colin & Mary)

Getting started with TNE

• Finding TNE opportunities- Who? Where? Why?
• Getting up close and personal with viability, costing, business

case development, negotiating contracts

• Send for OCS! They are the experts and this is not within the

duty statement of course coordination!

Curriculum Development and Approval

• Include in the Faculty Strategic Plan, a clear position on TNE,

and as specific programs arise, in the Strategic Faculty Courses Update

• Don’t do anything! (without confirming with your Assistant

Dean (Teaching and Learning) first)

• Discuss with OCS, OTQ, and more experienced players
• TNE isn’t easy. It takes faculty experience, suitable existing

course frameworks that can be easily adapted, and robust TNE infrastructure within the faculty.

SFCU CCP CBB Completed Proposal CEL FAB UAB Initial Curriculum Team formed Designing and Developing Curriculum Architecture

VCAC

Users post to CEL Email notification sent to appropriate Divisional staff Divisions provide formal endorsement (for forwarding to FAB as required) 4 week turnaround Users post to CBB Email notification sent to various Divisional staff Divisions engage in consultation as required

TNE Course Approval Process

Admitting and Enrolling Students

• Entry requirements including English proficiency
• Student IDs
• IT access codes
• Fee payments
• Managing variations from QUT standard systems.

Student orientation & induction

• Student rights and responsibilities
• Student charter
• Grade appeals
• Academic honesty
• Support services

IT and Library Access

• QUT IT systems

– Will students have access? How will this be organised? How will support be provided locally? – If no access, what are the alternatives?

• Library resources

– Are adequate resources available locally/ online? – Do students have access to library databases? If no access, what are the alternatives?

• Learning Management System (Blackboard)

– Will students have access? How will this be organised? How will support be provided locally? – If no access, what are the alternatives?

• Evidence of equivalence in learning environment?

Staff induction

• Understanding the course- learning outcomes, and teaching

approaches

• How particular units fit in the curriculum
• Logistics & safety briefings
• Cultural matters
• Communication- staff to staff; staff to students
• Moderation approaches
• PPr reviews for local staff
• QUT Code of conduct

Equivalence of Learning Environment

How will you be assuring equivalence of learning environment for the students (in comparison to a standard QUT offering)? Eg.:

• assuring comparable entry standards
• Ensuring local academic staff qualifications are comparable to QUT staff
• monitoring student experiences using comparable practices and instruments

to those used in the parent course (LEX, ICRs).

• reviewing teaching practices (through site visits, regular meetings of team,

targeted professional development programs)

• ensuring availability of comparable resources (eg. library, Bb sites, texts, other

learning resources)

• independent audits of TNE program.
• Comparing adequacy of physical learning spaces- labs, studios, classrooms

Equivalence of Learning Outcomes

How will you be assuring equivalence of learning outcomes/academic standards (in comparison to a standard QUT offering)? Eg. :

• Note content may be customized for particular locations but quality and rigor

need to be equivalent to regular offering

• ICRs, LEX, governance reports within faculty
• using internal and external moderation approaches
• independent audits by external reviewers
• Comparing student achievement levels on equivalent capstone learning
• utcomes assessments
• systematic feedback from significant stakeholders (employers, local

accreditation agencies)

TNE Audit Cycle

• TNE award programs are subject to deep internal audit every

four years

• Next one is due in 2012 … but
• AUQA/TEQSA coming in 2011. Count on them auditing every

TNE program in existence at that time. This is a high stakes area for the Australian Government!

Staying healthy in TNE: Ongoing business management

• Making a profit for the long term
• Enhancing reputation
• Managing risk
• Reviewing deliverables
• Reviewing contracts prior to renewal
• Exit strategy- ‘teaching out’

Thinking before you leap in and knowing when to get out!