A strategic approach to QA for transnational education programs

Abstract

This paper describes the QA best practice model for higher education transnational education (TNE) programs recently developed at Swinburne, and the early stages of its implementation. The framework can be conveniently drawn as a four-box model which integrates planning and QA, and emphasises strategic guidelines and the client perspective, as well as academic and administration guidelines (see Table 1, below). The framework operates within the 'fitness for purpose' QA approach adopted by the Australian Universities Quality Agency (AUQA 2005), and is informed by the new 'Provision of education to international students: code of practice and guidelines for Australian universities' recently published by the Australian Vice-Chancellors’ Committee (AVCC), to which all Australian universities are signatories (AVCC 2005). We were given the opportunity to explore QA models and develop a 'conceptual framework' for TNE programs by the award of research funding from the AVCC offshore quality project to Swinburne University in September 2004. The project was completed and a report submitted to the AVCC in June 2005. The function of the framework is to: integrate TNEP planning and QA from the concept proposal stage provide an overview or map to university TNEP procedures and logistics as a tool for collating information essential to strategic management monitor university compliance on regulatory issues (AUQA, AVCC, host country regulations). The planning and QA framework is being applied to the logistics for transnational education programs (TNEP), in the form of guidelines for TNEP project initiation, project management, and project review. The framework and guidelines are part of Swinburne’s Internationalisation Strategic Plan, and are being developed by the Office of the Pro Vice-Chancellor (International), in consultation with university divisions who are managing TNE programs, and with various academic and administrative committees involved in policy affecting TNE programs. The overall context for the discussion is the effort of universities to become multinational organisations with internationalised staff and students. TNE programs are an increasingly significant factor in this process, given significant growth over the last decade (DFAT 2005, p. 56). In turn, the quality of TNE programs is a key strategic issue, as shown by the recent discussion paper from the Department of Education, Science and Training, with a 'Transnational Quality Strategy' under development this year. The more immediate goal is continuing improvement in planning and logistics for TNE programs, an effort that will always be a work in progress as transnational education rapidly evolves and constantly presents new challenges. To meet these challenges, universities need to overcome deficiencies in strategic planning and quality assurance