Transnational education in Malaysia: does it prepare graduates for a globalized world?

The establishment of higher educational hubs in Malaysia and Singapore has spurred the growth of transnational education offerings in Asia, and attracted foreign higher education providers to set up branch campuses in these countries. In this paper we ask whether transnational education as practiced in Malaysia has a particular contribution to one aspect of the student experience – preparing graduates for an increasingly globalized world (Urry 2002). We considered the contribution that internationalisation of curriculum and the international experience of students and staff bring to the development of graduate capabilities suited to a globalized world. The opportunities that transnational education bring to the learning experiences of students were studied. The paper reports on an empirical study conducted in Australia and on transnational campuses in Malaysia to illustrate the extent to which current educational practice equips students to operate beyond national boundaries and suggest what needs to happen in order to realize the potential of transnational education for preparing students to operate in a globalized environment

Leading sustainable improvement in university teaching and learning : Lessons from the sector

Overall, the investigation found that universities that wish to improve the quality of teaching and learning should take an approach that aims to be: collaborative and developmental; embedded; sustainable; and focused on enabling innovation and enhancement. The seven interlinked insights characteristic of sustainable, positive change in teaching and learning in Australian universities are as follows. 1. Efforts to improve the quality of teaching and learning are aligned with the strategic direction of the university The evidence indicates that efforts to improve the quality of teaching and learning within an institution should be aligned with the strategic direction of the university. While this might seem self evident, the findings indicate that there are sometimes tensions between overall institutional priorities and efforts to enhance the quality of teaching and learning. Careful strategic thinking can ensure efforts to enhance teaching and learning provide a means through which universities can enact aspects of their strategic plans. 2. Senior executives support teaching and learning enhancement, and resources for those improvements are allocated as part of the universityʼs planning and budget cycle The study found that embedding and sustaining good teaching and learning practice requires high-level support within an institution. In addition to providing stable representation and championing of teaching and learning, effective support was found to also incorporate institutional investment in the form of funding and resourcing positions and initiatives. It was found that sustainability relies on institutional funding that ensured ongoing impetus for, and successful work in, enhancing teaching and learning. 3. Staff workload allocations allow time for innovation, enhancement and improvement in teaching and learning The project findings indicate that the major factor inhibiting efforts to improve teaching and learning is high staff workloads and the consequent lack of time to engage with, and contribute to, teaching and learning enhancement efforts. This finding mirrors those of several other recent Australian studies of the changing academic profession, although this current project notes the applicability of workload matters to both academic and professional staff. If leaders in Australian universities wish to enhance teaching and learning, fresh thinking, policy and planning is needed around academic and professional staff roles and workload allocation. 4. Effective leadership proactively manages tensions between discipline research endeavours and efforts to improve teaching and learning This research found that a major cultural impediment to enhancing teaching and learning is the privileging of research over teaching and learning within an institution. The findings suggest that effective leadership and management of the tensions that arise between research endeavours and efforts to improve teaching and learning are critical if the latter are to be successful. The findings suggest that the reconciliation of research and teaching and learning can be achieved to some extent through a range of means, including the facilitation of research and scholarship around teaching and learning. Leading sustainable change in university teaching and learning: Lessons from the sector 6 5. Teaching and learning are supported by relevant research and scholarship conducted within the institution and in collaboration with other institutions and relevant bodies The study findings indicate the importance of research and scholarship in the area of teaching and learning. External interface, networking and exchange with stakeholders and bodies outside the institution are critical to ensuring enhancement efforts fit with the broader context in which they are occurring. Some of the benefits of engaging in such research and scholarship were: increased reflection on practice; a heightened awareness of the link between an individualʼs own teaching and their studentsʼ outcomes; increased innovation in teaching; improved morale; enhancing the quality of teaching and learning both within an institution and more broadly; and opportunities to both benchmark and improve teaching performance. The potential for research into teaching and learning to contribute to resolving the tensions between discipline research and teaching and learning was also noted. 6. A distributed teaching and learning support structure exists within the institution and is coordinated from the centre The findings of this research showed that a distributed institutional support structure for teaching and learning enhancement, coordinated from the centre, was perceived to be the most effective approach. Most commonly this involved cooperation between a central teaching and learning centre and one or more of: teaching and learning committees; the associate deans (teaching and learning) or equivalent; educational development and other staff located in the faculties; and a critical mass of people with a commitment to teaching and learning improvement and enhancement who have the capacity to lead. 7. Mechanisms to recognise excellence in teaching and learning and to enable teaching and learning career pathways are in place This study found that professional development, reward and recognition mechanisms and enabling career pathways for those committed to teaching and learning are important components in the successful leadership of teaching and learning enhancement. The project findings indicate the centrality of linking efforts to enhance teaching and learning with promotion opportunities. The research findings indicate that university promotion criteria that incorporate excellence in teaching and learning scholarship and practice allow appropriate recognition, enable the sustainability of excellent practice and help embed enhancement

Assessment techniques in an online astronomy course

Teaching an astronomy course online involves many challenges. One major challenge is the design of appropriate, practical and challenging forms of assessment which focus both on the astronomy content of the course and on the particular astronomy interests of the enrollees. This paper will discuss the assessment approaches we have chosen for our introductory-level subjects, the outcomes obtained and the reactions of the course participants. In particular, some of the wide variety of project work undertaken by the participants will be described

The use of online discussion forums as a learning and teaching tool in astronomy

Swinburne Astronomy Online (SAO) is an online graduate program in astronomy intended particularly for amateur astronomers, science communicators and educators. SAO emphasises the development of conceptual understanding and good communication skills in astronomy. The use of asynchronous discussion forums is a central feature of SAO. These 'online tutorials' were introduced partly with the intention of breaking down the isolation of distance education, but mainly to provide a venue where students could deepen their conceptual understanding of astronomy and hone their science communication skills while discussing course material with other students and instructors. In this project aspects of the use of discussion forums in SAO were investigated, with comparisons made between average marks awarded for discussion forum contributions and those awarded for other assessment tasks, plus analysis of the rate at which students post to the forums, and an investigation of whether gender makes a significant difference to participation rate and assessment results. Responses by students to surveys that probe their ability to express themselves and communicate with classmates in this online form of distance education are discussed. Finally, possible implications for the use of discussion forums as a supplement to face-to-face teaching in astronomy are explored

The Swinburne professional learning model (Professional Skills Forum 2008)

This introduction to the Swinburne Professional Learning Model was presented at the Professional Skills forum held at Swinburne University of Technology in December 2008

Policies without borders? Development of a new cross-sectoral policy and quality indicator framework

Abstract not available

The Use of Online Discussion Forums as a Learning and Teaching Tool in Astronomy

Swinburne Astronomy Online (SAO) is an online graduate program in astronomy intended particularly for amateur astronomers, science communicators and educators. SAO emphasises the development of conceptual understanding and good communication skills in astronomy. The use of asynchronous discussion forums is a central feature of SAO. These `online tutorials' were introduced partly with the intention of breaking down the isolation of distance education, but mainly to provide a venue where students could deepen their conceptual understanding of astronomy and hone their science communication skills while discussing course material with other students and instructors. In this project aspects of the use of discussion forums in SAO were investigated, with comparisons made between average marks awarded for discussion forum contributions and those awarded for other assessment tasks, plus analysis of the rate at which students post to the forums, and an investigation of whether gender makes a significant difference to participation rate and assessment results. Responses by students to surveys that probe their ability to express themselves and communicate with classmates in this online form of distance education are discussed. Finally, possible implications for the use of discussion forums as a supplement to face-to-face teaching in astronomy are explore

Compliance and implementation pivotal

If the data requirements are separately scoped, TEQSA could end up with an overall data jigsaw where pieces overlap or leave gaps, writes Margaret Mazzolini

Astro concepts : learning underlying physics principles in conceptual astronomy

Astro Concepts is a project within Swinburne University of Technology developing browser-based software modules on Optical Telescopes, Nebulae and Binary Stars. The modules are designed to enhance students' understanding of basic physics concepts, which underlie introductory-level conceptual astronomy courses. When complete, the Astro Concepts modules will be available for use in university courses in introductory astronomy, introductory physics teaching, secondary teaching and online astronomy education. The strategy outlined here is to obtain a reasonable level of understanding of the necessary physics concepts by presenting them embedded in relevant and interesting astronomy contexts, and by the use of an engaging educational approach requiring active learning by the student

How can the computer help students in this age of life long learning?

Both the UK and Australia have long experience of distance learning and the problems which can emerge because of the students' lack of social contact. In this paper the authors first consider the theoretical basis for the topic to be found in the work of Mead, Schutz and Kuhn. Then they consider the early research in both countries which show just how important this lack could be and how comparatively easily it could be repaired to provide a more genuine network-based experience. The authors present an account of some new work using online education, and the importance of synchronicity, including comments from the lecturer. In the final section the authors make links with the classic work of Perry in more traditional education. The difficulty of ambiguous information produces an urgent need for more social support, which can be satisfied by new computer intervention