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    Interpreting Transnational Education Standards: The Locus of Control

    Access Status
    Fulltext not available
    Authors
    Yeo, Shelley
    Ling, P.
    Mazzolini, M.
    Giridharan, Beena
    Goerke, Veronica
    Hall, D.
    Lueckenhausen, G.
    Date
    2011
    Type
    Conference Paper
    
    Metadata
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    Citation
    Yeo, Shelley and Ling, Peter and Mazzolini, Margaret and Giridharan, Beena and Goerke, Veronica and Hall, David and Lueckenhausen, Gillian. 2011. Interpreting Transnational Education Standards: The Locus of Control, in Martin, Anne L. (ed), Demonstrating Quality, 10th Annual Australian Quality Forum, Jun 29-Jul 01 2011, pp. 151-157. Southbank, Victoria: Australian Universities Quality Agency
    Source Title
    Australian Universities Quality Agency
    Source Conference
    Australian Quality Forum 2011Demonstrating Quality
    Additional URLs
    http://www.auqa.edu.au/files/auqf/paper/paper_a2.pdf
    ISBN
    9781921561580
    Faculty
    Faculty Support Unit
    Engineering & Science
    URI
    http://hdl.handle.net/20.500.11937/32690
    Collection
    • Curtin Research Publications
    Abstract

    Under ‘National Protocols’ established for higher education Australian universities are required to meet a consistent set of standards “regardless of whether its higher education students are located in Australia or offshore.” (MCEETYA, 2007, p.2). In this context we report in this paper approaches to curriculum and assessment decision-making encountered in an investigation of transnational education and internationalisation. The investigation is a component of the Australian Learning and Teaching Council (ALTC) project ‘Learning without borders: Linking development of transnational leadership roles to international and cross-cultural teaching excellence’; a project conducted by Curtin University and Swinburne University of Technology in Australia and in Sarawak. Meeting the same criteria specified in the National Protocols onshore and offshore can be and is addressed in different ways, even within the same higher education institution. In this paper we distinguish four approaches to curriculum decision-making designed to ensure the same standards are met. These may be styled: (a) home campus curriculum control, (b) limited branch campus learning, teaching and assessment contextualisation, (c) substantial branch campus learning, teaching and assessment contribution constrained by a requirement to attain the same learning outcomes, and (d) branch campus curriculum design. The locus of control varies between these approaches with implications for both the student experience and the professional experience and responsibilities of staff.

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      In transnational education the place – in both an organisational and a geographic sense – in which educational decisions are made impacts on the academics involved and on student learning. The subject of this paper is ...
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