The legislative requirements for measuring quality in transnational education: Understanding divergence while maintaining standards

Bentley, Duncan; Henderson, Fiona; Lim, Choon

doi:10.1111/hequ.12131

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…Not having access to accurate data can intensify other known complexities in the successful maintenance of partnerships. Amongst major complexities known to be faced by higher education providers seeking to offer a degree in another country are likely to be issues with legislative, cultural and political environments (Bentley et al, 2017:342). Confusion between those involved in TNE partnerships regarding what constitutes offshore, and online delivery can further enhance such complexities.…”

Section: Insights From An Australian Case Studymentioning

confidence: 99%

Transnational education provision in a time of disruption: Perspectives from Australia

Yencken

Croucher

Elliott

et al. 2021

International Journal of Chinese Education

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As the scale and scope of transnational education (TNE) has broadened, and the range of delivery models and partnerships has continued to expand, so too have the challenges. Universities offering courses outside their own country face a growing range of legal, practical and political challenges. The significant disruption during 2020–2021 coming from the global coronavirus pandemic, and it’s effect on the provision of higher education in most countries, has further amplified many of these challenges, raising questions about what the future might hold for TNE, including in China. This article aims to establish the major enablers and challenges for TNE provision. It utilises an investigation into Australian TNE providers immediately prior to the COVID-19 pandemic as a means to analyse these factors. As a major provider of TNE, including in China and other Asian countries, Australia provides a useful example of how TNE partnerships are being facilitated, for better and worse. In particular, the article establishes that tailored and often market-specific collaborations offer the best chance of a successful partnership. The study also provides an important basis for considering how TNE will function as a key component of the ongoing response of the higher education sector to the pandemic.

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Section: Insights From An Australian Case Studymentioning

confidence: 99%

Transnational education provision in a time of disruption: Perspectives from Australia

Yencken

Croucher

Elliott

et al. 2021

International Journal of Chinese Education

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“…Third party arrangements promote intercultural understanding, but different institutional cultures can cause tension, particularly offshore and in languages other than English (Lang et al, 2016 ). Third parties insist on autonomy, while primary institute staff must ensure that integrity of accredited courses is maintained (Bentley et al, 2017 ). “Bounded rationality” can flow from lack of third party staff involvement in policy development (Edwards et al, 2010 , p. 308).…”

Section: Literature Reviewmentioning

confidence: 99%

Australian higher education third party arrangements: an independent institute case study

et al. 2021

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The marked increase in transnational higher education third party arrangements in recent years represents globalizing forms of education. Third party arrangements involve a partner institution being approved to deliver the primary institution’s government-accredited courses. The primary institute is accountable for monitoring and documenting quality assurance and the third party is responsible to the primary institute for meeting the required higher education standards. This arrangement is particularly attractive for students who want to undertake an accredited degree from overseas, while retaining close relational, industry and cultural links in the home country. There has been some recent examination of higher education third parties focused on equity, transcultural pedagogy, and quality assurance. However, little research has been done regarding the Australian context. Alphacrucis College is one of the largest non-university, faith-based independent higher education institutes in Australia with three onshore third party arrangements in Sydney and Melbourne, as well as two offshore in Finland and the Philippines. Based on a case study including participant observation and a staff survey, this research argues that the success of faith-based third parties is largely a result of shared values and collaborative relationships. These are outworked in professional development and mentoring in learning and teaching, joint research and scholarship projects, equity of student experience through resourcing, and effective governance and quality assurance built on trust. While other higher education institutes may not have faith-based approaches, these findings can serve to produce successful onshore and offshore third parties in a broad range of contexts. Supplementary Information The online version contains supplementary material available at 10.1007/s11233-021-09077-1.

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“…Given the size of the offshore delivery, it is not surprising that there is ample literature that studies the various aspects of offshore delivery. Examples, where areas of extensive literature exists, include quality assurance (Ryan, 2015; Lim, 2009, 2010), teaching and learning issues (Lim et al , 2016; Gift et al , 2006), policy studies (Bentley et al , 2017; Moutsios, 2010), challenges and opportunities (Lim and Shah, 2017; Knight, 2014) and student experience (Shah, 2012).…”

Section: Introductionmentioning

confidence: 99%

Quality assurance in the domestic third-party arrangement in Australia

Shah

Lim

2021

IJEM

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PurposeThird-party arrangements where a university offers its degrees in collaboration with another institution are not a new phenomenon, particularly when the third-party arrangements occur in the form of a cross-border education (or widely known as transnational education). Drawing on a critical review of the literature available on quality assurance of domestic third-party arrangements and through the use of interviews with the sessional teaching staff, the paper offers theoretical as well as practical views on the domestic third-party arrangement and seeks to inform key stakeholders in the academic management of such collaboration.Design/methodology/approachThe study was undertaken with 40 sessional academics who are involved in teaching postgraduate courses at several third-party education providers and universities with metropolitan campuses in Australia. Focus group interviews were conducted with 8–10 participants in each group. The qualitative study included seven open-ended questions. Each focus group interview was between 45–60 minutes.FindingsThe study found 11 universities in Australia offering courses in third-party arrangement with a focus on international students. Online third-party arrangement is also gaining momentum. The study found the following areas that require attention: induction and professional development, quality assurance arrangements, maintenance of standards, adequacy of resources and infrastructure and risk related to academic quality.Research limitations/implicationsLimited study has been conducted on third-party arrangements where a university, usually located far from the city vicinity, works in a collaborative mode with another institution, primarily a private institution, to offer degrees at metropolitan city areas in the same country. Further research is needed with a large number of participants.Originality/valueThe study is undertaken for the first time in Australia. No research has been undertaken on the growth and quality assurance of a third-party arrangement in Australia and other developed countries. The study involves the engagement of the sessional academic staff.

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The legislative requirements for measuring quality in transnational education: Understanding divergence while maintaining standards

Cited by 6 publications

References 34 publications

Transnational education provision in a time of disruption: Perspectives from Australia

Transnational education provision in a time of disruption: Perspectives from Australia

Australian higher education third party arrangements: an independent institute case study

Quality assurance in the domestic third-party arrangement in Australia

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