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dc.contributor.authorYeo, Shelley
dc.contributor.authorLing, P.
dc.contributor.authorMazzolini, M.
dc.contributor.authorGiridharan, Beena
dc.contributor.authorGoerke, Veronica
dc.contributor.authorHall, D.
dc.contributor.authorLueckenhausen, G.
dc.contributor.editorAnne L Martin
dc.identifier.citationYeo, 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

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.

dc.publisherAustralian Universities Quality Agency
dc.subjectTransnational education
dc.subjectcurriculum quality control
dc.titleInterpreting Transnational Education Standards: The Locus of Control
dc.typeConference Paper
dcterms.source.titleAustralian Universities Quality Agency
dcterms.source.seriesAustralian Universities Quality Agency
dcterms.source.conferenceAustralian Quality Forum 2011Demonstrating Quality
dcterms.source.conference-start-dateJun 29 2011
dcterms.source.conferencelocationCrown Promenade Hotel, 81 Whiteman St, Southbank, Victoria
dcterms.source.placeLevel 10, 123 Lonsdale Street, Melbourne, Vicoria 3000
curtin.accessStatusFulltext not available
curtin.facultyFaculty Support Unit
curtin.facultyEngineering & Science

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